本文關(guān)鍵詞：云南省高校藝術(shù)設(shè)計(jì)專業(yè)圖形設(shè)計(jì)教學(xué)改革與發(fā)展研究　出處：《云南師范大學(xué)》2013年碩士論文　論文類(lèi)型：學(xué)位論文

  更多相關(guān)文章： 圖形 圖形設(shè)計(jì)教學(xué) 高校設(shè)計(jì)教育 包豪斯 本土化

【摘要】：該論文主要對(duì)圖形設(shè)計(jì)教學(xué)提出一些改革的建議和意見(jiàn)，在文中首先從圖形出發(fā)，，提出圖形在人類(lèi)溝通中占有的重要地位，在讀圖時(shí)代的今天，圖形作為一種語(yǔ)言，也成為設(shè)計(jì)的主要表達(dá)語(yǔ)言媒介，圖形設(shè)計(jì)也成為每個(gè)設(shè)計(jì)師必備的能力。為能夠?qū)D形設(shè)計(jì)教學(xué)提出符合我國(guó)國(guó)情和現(xiàn)狀的改革意見(jiàn)，首先對(duì)我國(guó)的藝術(shù)教育現(xiàn)狀進(jìn)行了了解和分析，從中發(fā)現(xiàn)和分析現(xiàn)今我國(guó)藝術(shù)教育存在的不足和弊端，由于擴(kuò)招和應(yīng)試教育的影響，我國(guó)藝術(shù)學(xué)子的形象力和創(chuàng)造力嚴(yán)重缺乏；之后對(duì)比中西方藝術(shù)教育模式的異同，重點(diǎn)研究包豪斯藝術(shù)教育理念的傳播和作用，并對(duì)各國(guó)在藝術(shù)教育中的方法做了對(duì)比，意在能夠找到我國(guó)藝術(shù)教育滯后的原因和根結(jié)。圖形設(shè)計(jì)作為藝術(shù)設(shè)計(jì)教育中專業(yè)基礎(chǔ)課程在國(guó)內(nèi)外都受到重視，提取設(shè)計(jì)教育中重點(diǎn)核心課程圖形設(shè)計(jì)教學(xué)進(jìn)行改革嘗試，意圖能以小見(jiàn)大，以點(diǎn)蓋面，以此來(lái)探討設(shè)計(jì)教育的改革。在對(duì)高校圖形設(shè)計(jì)教學(xué)的教學(xué)模式進(jìn)行了解和對(duì)比后，嘗試在圖形設(shè)計(jì)教學(xué)改革中，把教學(xué)的重點(diǎn)放在課外而非課內(nèi)，課內(nèi)教學(xué)重點(diǎn)是討論而非說(shuō)教。課程的主導(dǎo)思想是傳統(tǒng)與現(xiàn)代的結(jié)合，把本土教育從基礎(chǔ)設(shè)計(jì)課程開(kāi)始，讓學(xué)生從學(xué)習(xí)設(shè)計(jì)就開(kāi)始有民族和本土意識(shí)，從而轉(zhuǎn)變我國(guó)設(shè)計(jì)意識(shí)的民族化缺失，規(guī)避習(xí)以為常的拿來(lái)主義，本土設(shè)計(jì)從教育開(kāi)始從基礎(chǔ)開(kāi)始。建立“1+1圖形教學(xué)”模式，筆者在教學(xué)中運(yùn)用了“課外＋課內(nèi)”、“討論＋教學(xué)”、“傳統(tǒng)＋現(xiàn)代”的模式，在這其中每一部分的比例都需各占一份，在整個(gè)教學(xué)過(guò)程中，筆者希望能夠構(gòu)建一個(gè)和諧共融的教學(xué)氛圍，改變?cè)械慕膛c學(xué)的教學(xué)關(guān)系，授課的人可以是老師也可以是學(xué)生，接受教育的人可以是學(xué)生也可以是老師，打破教師高高在上說(shuō)一不二的常規(guī)，在“1+1”的教學(xué)模式中重點(diǎn)在于學(xué)生與教師的互動(dòng)、學(xué)生與同學(xué)間的互動(dòng)、學(xué)生與教學(xué)內(nèi)容的互動(dòng)。
[Abstract]:The paper put forward some suggestions and opinions on the teaching of graphic design, firstly, starting from the graphics, put forward an important position in human communication pattern of possession, in the era of reading today, as a kind of language expression, also become the main design language media, graphic design has become the essential ability of each designer. To be able to put forward in line with China's national conditions and the status quo of the opinions on reforming the teaching of graphic design, the status of art education in China understands and analyzes the deficiencies and shortcomings of current analysis, China's art education are found and from which, due to the influence of enrollment and examination oriented education in China, the image of the art students and a serious lack of creativity; the western art education mode in comparison of similarities and differences, propagation and focusing on the function of the Bauhaus Art education concept, and the countries in art education. The comparison method, to be able to find the causes and root knot of Chinese art education lags behind. The graphic design is a professional basic course of art design education is in the attention at home and abroad, from teaching graphic design focus on core curriculum design education reform attempt, intentions can point to cover, the child is father of the man, in order to explore the reform design education. The understanding and contrast in the design of the graphical teaching mode, try in graphic design in the teaching reform, the teaching focus on extracurricular rather than in class, classroom teaching is focused on discussion rather than preaching. The dominant ideology of curriculum is the combination of traditional and modern, the local education from the beginning the basic design courses for students from learning design begins with national and local consciousness, lack of national consciousness so as to change the design of our country, to avoid the ISM, from local design Education starts from the basics. The establishment of "1+1 graphics teaching" mode, the author in teaching using "extracurricular class +", "+ discussion teaching", "traditional and modern" model, in which each part of the proportion for each accounted for one in the whole process of teaching, I hope to build a harmonious atmosphere of teaching, change the teaching and learning of the relationship between the original teaching, taught by people who can be a teacher can also be a student, educated people can students can also break the teacher is a teacher, superior mean what one says routine, in the "1+1" teaching mode focuses on the interaction between the students and the the interaction between the students and teachers, students, interaction between the students and the teaching content.

【學(xué)位授予單位】：云南師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類(lèi)號(hào)】：G642;J51-4

【參考文獻(xiàn)】

相關(guān)期刊論文 前1條

1 程輝;"圖形設(shè)計(jì)"教學(xué)中的思維訓(xùn)練[J];西華大學(xué)學(xué)報(bào)(哲學(xué)社會(huì)科學(xué)版);2004年S1期

本文編號(hào)：1430629