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中国当代的设计教育改革中,课程改革是重要的一个环节。现行的设计课程体系建立于20世纪70年代1,课程结构固定,内容具体,方向窄化,是应以印刷媒介为主导的工业生产需求而设置的。在非物质的信息社会背景下,这种专业划分和课程设置已经凸现了诸多不适,与时代需求发生冲突。固化的结构导致更新性差,专业方向的具体化使得专业间很难融合。一个什么样的课程体系,才能具备信息时代的社会特征,紧扣时代需求,并且能够随着社会需求的变化而调整自身?本文从媒介社会变革的角度对其加以分析,深究其因。并且通过对比的方式,重点分析了德国包豪斯大学媒体学院的课程设置,作为我国课程改革的全新参考。
In the contemporary reform of design education in China, curriculum reform is an important link. The current design curriculum system was established in the 1970s. 1 The structure of the curriculum is fixed, the content is specific and the direction is narrowed. It should be set by the demand of industrial production led by the printing media. In the non-material information society background, this professional division and curriculum has highlighted a lot of discomfort, conflict with the needs of the times. Cured structure leads to poor renewal, the professionalization of the professional orientation makes it difficult to integrate between professional. What kind of curriculum system can we possess the social characteristics of the information age, closely meet the needs of the times, and can adjust itself with the changes of social needs? This article analyzes and analyzes its causes from the perspective of media social change. And by contrast, the article focuses on the analysis of the curriculum of the Bauhinia University Media School as a new reference for the curriculum reform in China.