对环境设计手绘创思应用型课堂教学的研究  

Research on the Application-oriented Classroom Teaching of Hand-drawn Environmental Design

作　　者：王威[1] 栾斌[1] WANG Wei;LUAN Bin(School of Art and Design,Qiqihar University,Qiqihar,Heilongjiang,161006 China)

机构地区：[1]齐齐哈尔大学美术与艺术设计学院,黑龙江齐齐哈尔161006

出　　处：《科技资讯》2022年第4期149-152,共4页Science & Technology Information

基　　金：齐齐哈尔大学教育科学研究项目《艺术技法课应用型课堂教学模式的创建策略与实践》的结题成果(项目编号:YB201815)。

摘　　要：环境设计手绘创思在课堂实践当中还处于探索应用阶段,教学实践需要继续完善和发展。针对环境设计手绘创思教学现状进行分析,表现在环境设计手绘创思思维单项性、盲点忽视性、教学固定化、思维定式化、题材程式化这5个方面。这5个方面明显制约了手绘创思应用型课堂的发展。针对这些制约存在的问题,对环境设计手绘创思应用型课堂进行研究。研究内容包括环境设计手绘创思教学多样化、盲点连带性、思维扩展性、思维立体化、题材无风格化这5个部分,最后环境设计教学中,手绘创思应用的问题,教会学生在应用型课堂中主动发现问题、善于分析问题与积极解决问题。Hand drawn creativity of environmental design is still in the stage of exploration and application in classroom practice,and teaching practice needs to continue to be improved and developed.This paper analyzes the current situation of hand drawn creativity teaching in environmental design,which is reflected in four aspects:single thinking of hand drawn creativity in environmental design,blind spot neglect,fixed teaching,fixed thinking and stylized theme.These four aspects obviously restrict the development of hand drawn creativity application-oriented classroom.In view of the problems existing in these constraints,this paper studies the application-oriented classroom of hand drawn creativity in environmental design.The research content includes five parts:diversification,blind spot connection,thinking expansibility,three-dimensional thinking and no style of theme in the teaching of environmental design.Finally,in the teaching of environmental design,the application of hand drawn creativity teaches students to actively find problems,be good at analyzing problems and actively solve problems in the application-oriented classroom.

关 键 词：环境设计 手绘创思 应用型课堂 教学 

分 类 号：G71[文化科学—职业技术教育学]