工业设计图学“解构达”贯通教学体系构建  

“ANALYSIS-CONCEPTION-EXPRESSION”TEACHING SYSTEM EXPLORATION IN INDUSTRIAL DESIGN GRAPHIC

作　　者：吕中意[1] 杨波[1] 武秋雨 LYU ZHONGYI;YANG BO;WU QIUYU

机构地区：[1]成都理工大学工程技术学院

出　　处：《设计》2024年第17期92-95,共4页Design

基　　金：新建院校改革与发展研究中心重点项目“知识结构转型背景下的“D+X”卓越设计师培养探索”(XJYX2023A02);四川省高等教育人才培养质量和教学改革立项(重点项目)“转型发展背景下民办高校本科教学质量保障体系建构”(JG2021-929);成都理工大学工程技术学院新工科研究与实践项目“工业设计图学教学体系建构探索”(2022-04)。

摘　　要：解决当前工业设计图学教学体系中缺乏交叉兼顾、基础理论与认知实践脱钩、实践教学与职业需求存在差距、教学模式传统、考核方式单一等问题。基于设计流程,对工业设计图学课程体系进行系统规划,提出读图解图、创意构思、绘图表达三大教学目标,建构“三五三三”教学模式和多元评价体系。工业设计连接工程、技术、设计与人文,其图学素养中抽象思维与形象思维并重、感性创新与理性解析并行,“解构达”贯通教学体系可提升学生图学素养。To solve the problems in the current teaching system of industrial design graphics,such as the lack of cross-consideration,the decoupling of basic theory and cognitive practice,the gap between practical teaching and vocational needs,the traditional teaching mode and the single assessment method.Based on the design process,the course system of industrial design graphics is systematically planned,three teaching objectives are put forward,namely reading diagram,creative conception and drawing expression,and the“Three five three three”and multiple evaluation system are constructed.Industrial design connects engineering,technology,design and humanities,and its graphic literacy attaches equal importance to abstract thinking and image thinking,and the perceptual innovation and rational analysis are parallel.The teaching system of“-conception-expression”can provide feasible solutions for improving students’graphic literacy.

关 键 词：工业设计 设计图学 教学体系 解析 构思 表达 

分 类 号：G712[文化科学—职业技术教育学]