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设计教学在行进的历程中,正朝着相对理性的趋势演进,这一演进大致在两个方面得到印证:一是设计教学的教学设计在逐步成熟和专业化;二是设计教学的内容在工学、工程、材料、工艺等科技的“侵入”之下,逐步工业和工程化。在演进的历程中,教学一端的程序设计、过程控制、施教方式都在系统化,因果关系的考虑更为周全,过程中各个环节的交替、变化、互生都成为教学设计的注视点。还有一个倾向值得提出和研究,就是教学设计已由原来的一堂课、一个项目、一个单元的设计,逐步扩展延伸至整个教学进程的设计,从这个角度看,设计教学已经成为“设计”的“教学”。视觉传达系的07届毕业设计,是在近七、八年的教学演进中一个节点。其毕业设计的成果是有目共睹的显性系统,而整个毕业设计进程的设计、控制、观测、组织,则是相对于显性成果的一个隐性系统。
Design teaching in the process of moving forward, is moving toward a relatively rational trend of evolution, the evolution is generally confirmed in two aspects: First, the design of teaching instructional design is gradually maturing and professionalization; second is the content of the design of teaching in engineering , Engineering, materials, technology and other science and technology “invasion” under the progressive industrial and engineering. In the process of evolution, the teaching design, process control and teaching methods at the teaching end are systematized. The consideration of causation is more comprehensive. The alternation, change and mutual exchange in all aspects of the process become the focus of instructional design. There is also a tendency to put forward and study is that the teaching design has been from the original lesson, a project, a unit design, and gradually extended to the entire teaching process design, from this perspective, design teaching has become “” Teaching ". Visual Communication Department of the graduation design 07, is in the past seven or eight years of teaching a node in the evolution. The result of its graduation project is a dominant system that is obvious to all. However, the design, control, observation and organization of the graduation project are an implicit system relative to the explicit result.