项目定案对工业设计教学的启示
摘要
工业设计专业与机械制造、市场营销专业之间有效的沟通与交流是新产品研发过程中的重要环节。目前多数国内工业设计的本科学生在校期间很少有机会得到此能力的实战训练。在校学习期间,教师本着设计的特点,强调创意和个性发挥比较多,与其他专业的配合没有作为训练的重点。走上工作岗位后,需要较长的时间去磨合设计师与工程师之间的团队关系。前期训练的不足,带来了磨合过程中的理解障碍,影响了团队的工作效率。如何加快这种磨合过程,提高产品开发过程的质量是值得去探索的课题。
本文将通过对产品设计项目定案的研究,探讨在教学中如何利用现有的课程配置、学科建构等条件去寻求合理的教学方法达到培养目的.研究中,将结合案例分析,阐述这些观点和方法在教学领域中应用的可行性。探求如何在学校教育中能物尽其用的贯穿团队合作训练模式。
Industrial Design professionals and machinery manufacturing, marketing, professional and effective communication between the exchange of new product development is an important link in the process. At present the majority of domestic industrial design undergraduate students during the school rarely have the opportunity to have this ability to combat training. In school, teachers in the design of the characteristics of that creativity and personality to play more, and the other with no professional training as the focus. On jobs, require a longer time to run-in between the designer and engineer team relations. The lack of pre-training, bringing the running-in process in the understanding of obstacles, and affected the team's efficiency. How to speed up this running-in process, improve the quality of the product development process is to explore the issue.
This paper will be finalized on product design projects of a study on how to use the teaching of existing courses targeted, subject to conditions to construct a reasonable approach to teaching training purposes. Research, will combine case studies, on these viewpoints, and methods of teaching in the field of application of the feasibility. Explore how in school education can best use the team through training mode.
本文将通过对产品设计项目定案的研究,探讨在教学中如何利用现有的课程配置、学科建构等条件去寻求合理的教学方法达到培养目的.研究中,将结合案例分析,阐述这些观点和方法在教学领域中应用的可行性。探求如何在学校教育中能物尽其用的贯穿团队合作训练模式。
Industrial Design professionals and machinery manufacturing, marketing, professional and effective communication between the exchange of new product development is an important link in the process. At present the majority of domestic industrial design undergraduate students during the school rarely have the opportunity to have this ability to combat training. In school, teachers in the design of the characteristics of that creativity and personality to play more, and the other with no professional training as the focus. On jobs, require a longer time to run-in between the designer and engineer team relations. The lack of pre-training, bringing the running-in process in the understanding of obstacles, and affected the team's efficiency. How to speed up this running-in process, improve the quality of the product development process is to explore the issue.
This paper will be finalized on product design projects of a study on how to use the teaching of existing courses targeted, subject to conditions to construct a reasonable approach to teaching training purposes. Research, will combine case studies, on these viewpoints, and methods of teaching in the field of application of the feasibility. Explore how in school education can best use the team through training mode.
引文
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[2]Donalda.Norman.情感化设计.[M].北京:电子工业出版社.2007
[3]施良方.课程理论——课程的基础、原理与问题.[M].北京:教育科学出版社.1996
[4]黄厚石 孙海燕.设计原理.[M].南京:东南大学出版社.2005
[5]谭顶良 编著.高等教育心理学.[M].南京:河海大学出版社.2002
[6]设计教育研究.[J].南京:江苏美术出版社.2005 年 10 月版
[7]潘鲁生.设计艺术教育笔谈.[M].济南:山东画报出版社.2005
[8]奚传绩.设计艺术经典论著选读. [M].南京:东南大学出版社.2002
[9]滕守尧 聂振斌等.知识经济时代的美学与设计.[M].南京:南京出版社.2006
[10]李彬彬.设计心理学.[M].北京:中国轻工业出版社.2001
[11] 王瑞廷.从现代到后现代.[M].北京:中国人民大学出版社.2005
[12] 杨卫.没有灵魂的现代性.[M]上海:上海书画出版社.2006
[13] 滕守尧 聂振斌等.知识经济时代的美学与设计.[M].南京:南京出版社.2006
[14] 河清.现代,太现代了!中国.[M].北京:人民大学出版社.2004
[15] 哈丁·厄姆.团队合作. [M].周光凡 译.上海:上海人民出版社.2006
[16] 马蒂·布朗斯坦.有效沟通. [M].北京:机械工业出版社.2004
[17] 罗宾斯.组织行为学精要. [M].郑晓明 葛春生 译.北京:电子工业出版社.2005
[18] 洛夫茨.企业流程设计指南.[M].邓冰 苏益群 译.北京:机械工业出版社.2005
[19] 陈瑞林.20 世纪中国美术教育历史研究.[M]北京:清华大学出版社.2006
[20] 甘阳 陈来 苏力.中国大学的人文教育.[M]北京:三联书店.2006
[21] 黄坤锦.美国大学的通识教育.[M]北京:北京大学出版社.2006
[22] 汤姆·凯利 乔纳森·利特曼.创新的艺术.[M]北京:中信出版社.2004
[23]世界教育信息[J]1-6 月合订本.2005
[24]廖哲勋 田慧生.课程新论.[M]北京.教育科学出版社.2003
[25]毛亚庆.教育的设计与未来教育.[M]河南.河南美术出版社.2002
[26]邬烈炎.设计基础(来自观念的形式).[M]南京.江苏美术出版社.2004
[27]邬烈炎 袁熙旸.外国艺术设计史. [M]辽宁.辽宁美术出版社.2001