教学内容的规范化和正规化,是教师和学生所一致希望的.70年代中期以来,我院的设计教学管理和运作与全国各相关院校一样,尽力为实现这一正规化的目标,而做着自己该做和能做的事.应该说:80年代末以前,我校设计学科在教学内容正规化的进程中,之所以能作出如此那般的一些成绩,除各种原因和条件外,也是由于当时外部社会没有对学校造成更多的急待解决的问题.相对说来,学校是在按照常规的办学途径,在比较单纯的条件下,一步步地走向初级的“正规化”.90年代以来,客观上,设计教育所涉及的范围,已很难界定在校园之内,求贤若渴的社会需求,使学校既为自己所从事的事业开始得到社会认可突然身价百倍而感到兴奋不已,可同时也为社会需求无节制地闯入学校挤乱设计教学秩序而倍感苦恼……无论怎么 The standardization and formalization of teaching content is the unanimous hope of both teachers and students.As of the mid-1970s, our management and operation of design teaching in our college, like all relevant institutions in the country, did its best to achieve this goal of standardization It should be said: the late 1980s, our school design disciplines in the process of the normalization of teaching content, the reason why we can make such a result, in addition to various reasons and conditions, But also because at that time, there was no problem in the external society that caused more urgent problems to be solved in the schools, and the schools, in relatively speaking, went step by step to the elementary “formalization” in accordance with the conventional methods of running schools. Since the 1950s, objectively speaking, it has become very difficult to define the scope of education required by schools so that we can not only define the social needs that are thriving within our schools. We are excited that the schools are starting to receive a hundredfold social recognition for their undertakings , But also at the same time for social needs unruly into the school mess design teaching order and feel distressed ... no matter how