荷兰项目式跨学科合作设计教学新实践——以代尔夫特理工大学为例

针对设计类课程的探索性、实践性、情境性,基于项目的跨学科合作教学法在荷兰已成为教育改革的趋势。本文以代尔夫特理工大学工业设计工程学院《高级实施设计》硕士学位课程为例,详细分析了其项目式跨学科合作教学设计、实施、评价的全过程。这种教学范式将知识讲授转变为项目驱动的小组合作性学习。学生从收集新的、可行的技术,共同研究和创建反映他们项目的设计知识,到成为熟练的设计沟通者和结构不良问题的解决者,充分反映了设计专业的学习规律和培养复杂性问题设计能力的教育理念。借鉴荷兰经验,本文提出了动手实践、双环创造、过程评价三点教学启示,以期为我国如何在新工科背景下开展跨学科设计教学提供借鉴。

A New Practice of Design Teaching Program on Project-Based Interdisciplinary Cooperation in the Netherlands:A Case Study of Delft University of Technology

Project-based interdisciplinary cooperation teaching has become a trend of educational reform in the Netherlands,in line with the exploratory,practical,and contextual nature of design courses.This case study describes an MSc module in Advanced Embodiment Design in the Faculty of Industrial Design Engineering at Delft University of Technology.We analyzed in detail the entire process of project-based interdisciplinary collaborative teaching design,implementation,and evaluation.This teaching paradigm transforms the teaching of knowledge into group-based cooperative learning through project.Students work collaboratively to research and create projects that reflect their knowledge.From gleaning new,viable technology skills,to becoming proficient communicators and advanced problem solvers,this fully reflects the learning law of design majors and the educational concept of cultivating the design ability of complex problems.Based on the experience of the Netherlands,this article puts forward the three-point teaching enlightenment:hands-on practice,double-loop creation,and process-based assessment,with a view to providing reference for how to carry out interdisciplinary design teaching in the context of New Engineering.