应用型高校环境设计专业课程考核体系探索与研究

应用型高校环境设计专业是一门理论与实践密切相关的学科,随着社会对应用型人才需求量的逐年增加,高等院校对教学方法和教学模式的改革、发展,以往的课程考核体系与评价体系已经难以满足现代环境设计专业教育教学的要求。该文通过对应用型高校环境设计专业课程考核体系与评价体系的探索研究,以期使新的课程考核与评价体系能充分发挥考试对学习的引领作用,提高环境设计专业的教学质量和教学水平。     

浅谈包装设计教学改革与实践

文章结合现代社会的发展对设计人才的需求,探讨以包装设计的教育教学质量为核心,通过专业教学改革和实践并举,在包装设计教学中培养学生的审美能力与创新思维能力,在开展理论教学的同时注重实践教学,以期为社会和企业培养具有多方面设计技能的人才。     

浅谈舞台空间设计实践教学改革

高职教育以培养技术应用型人才为根本目的,项目教学法是培养应用型人才最有利的手段。文章从舞台空间设计课程的教学改革实践入手,构建了一个基于项目的教学模式,并结合具体教学案例从教学目标、教学方法、教学评价等几个关键环节进行阐述。实践表明,基于项目的教学模式在舞台美术设计教学中是非常有效的。     

欧洲艺术设计“工作室”模式在中国艺术设计教育实践中的应用探析

欧洲艺术设计"工作室"教育模式历史悠久,早在文艺复兴时期,意大利就诞生了"工作室"的雏形。从德国包豪斯时期的"作坊式"教育到现代欧洲艺术设计"工作室"教育模式,"工作室"教育引领了艺术设计教育的方向,并有效培养了现代艺术设计人才。文章对欧洲与中国艺术设计教育教学模式进行对比分析,找到中国艺术设计教育模式的不足,并借鉴欧洲"工作室"教学模式,从课程设置、教育体系、人才培养及成果评价标准多方面入手,安排课程实践创新内容,建立理论与实践教学相结合的新型艺术设计教学模式,希望能真正与国际艺术设计教育事业接轨,培养出优秀的艺术设计人才。     

应用型环境设计专业教学模式研究

结合校环境设计专业的教育现状及环境设计专业的教学特点,构建教学实践与就业有机结合的应用型环境设计专业。培养面向景观设计、室内设计与施工、管理、服务等环境设计领域的专业人才。前期通过问卷调查对我院人才培养工作及现行教学模式做一客观评判,对现状研究并理性分析,对研究的主要成果与形成的理性认识做一总结。为环境设计专业的可持续发展提供参考。     

财经类专业教学中现代教育技术的应用

人才模式培养改革是一项非常有现实意义的改革,在财经类专业如何对传统教学模式进行改革,如何适应云计算信息环境下的教育手段,是一项艰巨的任务。多媒体技术在教学上的应用,当前已发展成为现代教育技术的重要组成部分,在教学实践中充分利用多媒体手段,将会改变现有的教学模式,提高教育水平,实现教育的多元化、社会化。     

基于“高位就业”导向的动漫设计专业立体化实践教学模式探索

文章以"高位就业"为导向,以动漫设计专业为研究对象,探索立体化实践教学模式,以及如何将该模式运用在动漫设计专业课程改革和社会实践中,通过实践与教学结合,培养动漫行业所需的人才。     

高校环境设计专业跨学科教学与培养体系构建研究

环境设计专业是一门复杂多样的综合性专业,并不能被简单视为单一的学科专业,而是多种专业的复合,具有一定的指向性。环境设计专业具备学科边缘性、学科综合性、实践协调性等特色。环境设计专业教学的实质为培养专兼多能型人才,理论研究相对丰富。融入跨学科类教学模式可以使环境设计专业得到质的提升。目前,由于跨学科教育在我国高校教育起步较晚,部分高校环境设计专业跨学科人才培养实践还存在一些问题。     

高职电路基础课程的教学改革实践

本文根据我多年从事高职电路基础课程教学实践,结合课程教学设计、教学方法、教学手段等方面的教学改革的探索,认真总结如何继承传统教学模式的优点,利用新时期的多种教育技术和教学手段,改革教学模式和教学方法,从而培养出适应职业发展需要的高技能型人才。     

独立学院外贸实务类课程群立体化实践教学模式的构建——基于行业能力培养视角

以应用型人才培养为目标的独立学院应结合自身所处区域经贸环境,探索出一套适合独立学院生源特点、满足地方外贸发展要求的实践教学模式,培养区域经贸人才。根据独立学院外贸实务类课程实践教学开展的现实情况,结合当前外贸行业能力要求,通过对群内各门课程在实践教学环节上的整合、设计、创新,构建包含"课堂—校内—校外"三级实训的立体化实践教学模式,以此系统化提高国贸专业学生外贸实践操作技能,提升外贸职业素养,培养外贸行业人才。     

The architecture of the (post) studio: Jackson Pollock’s barn and Andy Warhol’s Silver Factory

This article will discuss a false dichotomy between two models, the modern art studio and the post-studio, which oppose the private and the public, the individual and the collective, hiding and the revealing. We will begin by analysing Daniel Buren’s position in his canonical text “Fonction de l’Atelier” and his practice, where the artist defines the foundations of post-studio work. As the text also describes a New York studio type that must be left behind, we will analyse Jackson Pollock’s and Andy Warhol’s workspaces through drawing reconstructions to demonstrate that these meet the defining characteristics of both models. It will be shown that the artists have used design strategies to retain certain aspects of studio culture while exploring others of the post-studio. This turning point reveals that the current belief about the obsolescence of the studio in a global era defined by communication, networking and mobility ignores its emerging post-studio qualities. This work aims to acknowledge this shift, obtaining a critical vision that will allow us to design contemporary workspaces avoiding stereotypical and reductionist approaches.     

Reflections on architectural design education: The return of rationalism in the studio

The design studio environment has remained the same throughout the past century. As the Studio Culture Task Force of the American Institute of Architecture Students (AIAS) (Koch et al., 2006) noted, the ongoing changes in architecture education are not aligned with today's fastchanging world, especially in the context of architectural practice. The AIAS analyzed the design studio problem and expressed doubts on the effectiveness of current studio practices in providing adequate design-thinking education. The report indicates that studio culture values project appearance instead of the actual design process. In recent years, similar problems have been the topic of debates in Khartoum. Criticisms are mostly centered on the observation that students show no interest in the design process and tend to focus on form making. As a result, efforts to teach design methods and to restore the balance between creativity and rationality in the design process have failed. The reason is related to the difficulties associated with the implicit nature of conventional design methods. These difficulties, which are common in architecture schools, include the lack of a clearly defined design methodology and the misunderstood role of the systematic approach to design in the studio. Nevertheless, signs of change are gradually emerging, as demonstrated by the global call for change in the studio environment. This call for change indicates a general agreement on the need for the reorientation of architectural design education toward an engaging policy that considers the social responsibility of architects. This study proposes that the route for change is through the return of rationalism in the studio. Since the 1960 s, many writers have recognized the importance of balancing rationality and creativity, which are mutually interdependent, in the design process. From this perspective, the research question is drawn: how can we bridge the gap between the rational and the creative design activities in the design process? A theory that conceptualizes the idea of knowledge interdependence does not exist. The available design theories, such as rational problem solving and reflective-in-action theory, deal with different aspects of design activity. Both theories fail to describe the integration of the rational and the creative aspects of the design process. Therefore, we propose the integration of the two theories into a new theory called the integrated design paradigm. The proposed theory serves as a theoretical base upon which the interdependence of the rational and the creative phases of the design process can be conceptualized. We aim to bridge the gap between the two design phases by considering research knowledge interdependency as a unifying activity. The first phase is a systematic method involving research, the use of positive theory, and the production of basic principles. The creative practice phase also involves research and focuses on understanding the rational knowledge developed in the systematic phase, including the basic principles and design strategy, as well as on the application of these concepts to the design problem. The Department of Architecture and Urban Planning at the Ethiopian Institute of Technology EiT of Mekelle University (MU) is currently developing a research program in which the development of and reflection on design methods is a key research area. Within this framework, the present study is intends to be an introductory effort to guide future empirical research. The present study aims to describe the design process of architects, and introduces theoretical and technical frameworks. The integrated design paradigm as a system of inquiry within the spatial relationship strategy is framed.     

基于虚拟设计工作室的建筑学教学方法初探

由于自身独有的特点,欧美建筑学教育大多数是基于设计工作室进行的。基于工作室的教学方法对于理论联系实践,提高学生的创造力有着不可低估的作用,而中国的建筑学教育在这方面的实践却远远不够。通过信息网络技术建立的虚拟设计工作室可以弥补教学方法的不足,达到更好的教学效果。     

清华大学建筑系的建筑教育特色

清华大学建筑系教学改革,以学科交叉为指导思想,通过开放性教学达到培养创造型人才的目的。教学特色表现在, 实施6年“本硕统筹培养”模式,学科建设强调在学科交叉中寻求建筑创作的原创性,注重研究性的设计实践,实行工 作室制,并重视营造学术交流的环境。     

两个练习：动态城市,可操作建筑

建筑设计教学与设计实践不同。前者强调原理的普遍性,后者强调项目的特殊性。但共性的原理来自对历史和跨文化区域的建造环境的真实理解。介绍了两组针对动态建造环境在时间中的变化的思想和设计方法的训练。第一个设计以广州一个城中村为例,研究城市演化的过程。传统城市不是靠设计,而是在几代人的合作演进中形成的。现代城市的失败,源自排斥人的参与,甚至吸引不了旅游者。这个练习由12个学生参与。他们探讨开放的设计过程,为未来人们参与创造无限的机会。第二个练习以澳门凼仔村为背景,探索一种暂时的、操作工具似的、以使用者为主导的建筑。练习的第一阶段,学生通过研究滑行、折叠、旋转三种基本运动,做一个迷你博物馆。第二阶段在学生自选的场地进行建筑设计。建筑要求通过简单的操作,扩大空间功能容量,甚至包括矛盾的功能。     

Going out into the field: an experience of the landscape architecture studio incorporating service-learning and participatory design in Taiwan

Landscape architecture education is a newly developed profession in Taiwanese higher education where the studio is the core curriculum. This paper discusses an alternative studio model where students construct their knowledge and skills through service-learning and participatory design in a real-world environment. A case study based on a first-year undergraduate landscape architecture studio using this system is used to explore the practical factors influencing the implementation process and the extent to which they affect the consistency between pedagogical objectives and actual performance. It argues that, although students can feel challenged because of their limited professional competence, multiple roles and adjustments to field-based education, the value of learning through experience can help transform experience into new action.     

Construction-Reseach-Design-Invention: Elastic Behavior in a Moist Environment

This article describes a decade-long research project that intersects the practices of architecture, engineering, teaching, surrealist methods of collage, and construction technology. Two specific examples illustrate the approach to design/research pursued in this work. The first is a studio teaching environment/method that uses analogue construction materials and processes to discover architectural forms and ideas. The second is a method of forming reinforced concrete structures in flexible fabric membranes that has extraordinary potential for both architectural design and civil engineering. The latter is a technical research practice that is indistinguishable from design speculation, while the former pursues methods of teaching design that are indistinguishable from technical invention.     

Letter to the Editor

Abstract

This article describes a decade-long research project that intersects the practices of architecture, engineering, teaching, surrealist methods of collage, and construction technology. Two specific examples illustrate the approach to design/research pursued in this work. The first is a studio teaching environment/method that uses analogue construction materials and processes to discover architectural forms and ideas. The second is a method of forming reinforced concrete structures in flexible fabric membranes that has extraordinary potential for both architectural design and civil engineering. The latter is a technical research practice that is indistinguishable from design speculation, while the former pursues methods of teaching design that are indistinguishable from technical invention.     

现代城市设计的环境与空间策略

现代城市设计应该同时考虑物质环境质量的提高，社会心理价值的定位和投资效益的实现。本文试图从城市设计策略的角度探讨研究现代城市设计中环境和空间设计的目标、原则和具体措施。