藝術(shù)設(shè)計(jì)學(xué)科基礎(chǔ)課程潛在性內(nèi)容研究
發(fā)布時(shí)間：2018-07-17 09:04
【摘要】：設(shè)計(jì)基礎(chǔ)教育是打造優(yōu)秀設(shè)計(jì)人才的開拓性的前期教育。設(shè)計(jì)基礎(chǔ)的學(xué)習(xí)不僅是通向?qū)I(yè)設(shè)計(jì)學(xué)習(xí)的橋梁，它已經(jīng)成為設(shè)計(jì)師基本素質(zhì)、創(chuàng)造性思維開發(fā)和培養(yǎng)的關(guān)鍵。 本文對(duì)藝術(shù)設(shè)計(jì)學(xué)科基礎(chǔ)課程潛在性內(nèi)容的研究，正是從這種教育理念出發(fā)，在對(duì)課程目標(biāo)進(jìn)行深入分析的同時(shí)，探討如何在課程結(jié)構(gòu)中選擇、組織和協(xié)調(diào)課程內(nèi)容，，如何通過潛在性內(nèi)容在課程教學(xué)中的體現(xiàn)，使得學(xué)生在設(shè)計(jì)基礎(chǔ)階段初步形成一個(gè)設(shè)計(jì)從業(yè)人員應(yīng)該具備的修養(yǎng)、態(tài)度、價(jià)值觀、設(shè)計(jì)思維和意識(shí)等，為其設(shè)計(jì)生涯奠定良好的基礎(chǔ)。文章依此展開論述。 在緒論部分，首先分析了國內(nèi)外研究背景是以人的全面發(fā)展為教育根本出發(fā)點(diǎn)的總趨勢(shì)，指出在設(shè)計(jì)基礎(chǔ)課程領(lǐng)域，對(duì)于有關(guān)設(shè)計(jì)人格的整體發(fā)展在基礎(chǔ)教學(xué)中的體現(xiàn)方面研究還比較欠缺。隨后將潛在性內(nèi)容的概念具體闡釋為：主要指在態(tài)度、信念、情意、價(jià)值觀等方面，對(duì)學(xué)生整體人格的養(yǎng)成和創(chuàng)造力的培養(yǎng)起指導(dǎo)性作用和動(dòng)力作用的教學(xué)內(nèi)容。 第一部分首先是對(duì)三維目標(biāo)下設(shè)計(jì)基礎(chǔ)課程內(nèi)容的分類闡述。隨后對(duì)潛在性內(nèi)容在設(shè)計(jì)基礎(chǔ)課程中的定位、性質(zhì)和具體內(nèi)涵作了分析。 第二部分是從哲學(xué)、心理學(xué)和社會(huì)學(xué)等領(lǐng)域?yàn)闈撛谛詢?nèi)容研究尋求理論依據(jù)。指出潛在性內(nèi)容研究與各學(xué)科的理論發(fā)展趨勢(shì)是一致的。 第三部分則是從幾個(gè)典型的基礎(chǔ)教學(xué)案例，對(duì)國內(nèi)外設(shè)計(jì)基礎(chǔ)課程教學(xué)中潛在性內(nèi)容的體現(xiàn)進(jìn)行了詳細(xì)分析。從實(shí)踐的角度，為潛在性內(nèi)容尋求開發(fā)價(jià)值和教學(xué)參考。 第四部分主要是對(duì)基礎(chǔ)課程教學(xué)中潛在性內(nèi)容的整合和對(duì)具體教學(xué)的建議。從課程教學(xué)的目標(biāo)、過程和評(píng)價(jià)方面提出意見。 最后是文章整體論述后得出的結(jié)論。指出一個(gè)適合時(shí)代要求，適合人的身心發(fā)展的藝術(shù)設(shè)計(jì)學(xué)科基礎(chǔ)課程體系，應(yīng)該是能夠?qū)⒅R(shí)和技能、過程與方法、情感態(tài)度與價(jià)值觀這三個(gè)維度的目標(biāo)有效融合的完整體系。
[Abstract]:The basic education of design is the pioneering education of creating excellent design talents. The learning of design foundation is not only the bridge to professional design learning, but also the key to the development and cultivation of designers' basic quality and creative thinking. This article studies the latent content of the basic course of art design, which is based on this kind of educational concept, and discusses how to select, organize and coordinate the curriculum content in the course structure while deeply analyzing the curriculum objectives. How to embody the latent content in the course teaching, so that the students can form the cultivation, attitude, values, design thinking and consciousness that the design practitioners should have in the basic stage of design, etc. For its design career to lay a good foundation. The article is discussed accordingly. In the introduction part, the author first analyzes the general trend that the research background at home and abroad is based on the all-round development of human being as the basic starting point of education, and points out that in the field of designing basic curriculum, Research on the overall development of design personality in basic teaching is still lacking. Then the concept of potential content is explained as: mainly refers to the attitude, beliefs, feelings, values and other aspects of the development of students' overall personality and creativity to play a guiding and driving role in the teaching content. The first part is the classification of the design of the basic course content under the three-dimensional objective. Then it analyzes the orientation, nature and connotation of the potential content in the basic course of design. The second part is to seek the theoretical basis for the research of latent content from the fields of philosophy, psychology and sociology. It is pointed out that the research on potential content is consistent with the theoretical development trend of various disciplines. In the third part, from several typical basic teaching cases, the embodiment of the latent content in the design basic course teaching at home and abroad is analyzed in detail. From the practical point of view, to explore the potential content development value and teaching reference. The fourth part is mainly about the integration of the latent content in the basic course teaching and the suggestion to the concrete teaching. Put forward the opinion from the goal, process and evaluation of the course teaching. The last part is the conclusion of the whole article. It is pointed out that a basic curriculum system of art design, which is suitable for the needs of the times and the development of human body and mind, should be a complete system which can effectively integrate the goals of knowledge and skills, process and method, emotional attitude and values.
【學(xué)位授予單位】：浙江師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2006
【分類號(hào)】：J06-4
本文編號(hào)：2129922
[Abstract]:The basic education of design is the pioneering education of creating excellent design talents. The learning of design foundation is not only the bridge to professional design learning, but also the key to the development and cultivation of designers' basic quality and creative thinking. This article studies the latent content of the basic course of art design, which is based on this kind of educational concept, and discusses how to select, organize and coordinate the curriculum content in the course structure while deeply analyzing the curriculum objectives. How to embody the latent content in the course teaching, so that the students can form the cultivation, attitude, values, design thinking and consciousness that the design practitioners should have in the basic stage of design, etc. For its design career to lay a good foundation. The article is discussed accordingly. In the introduction part, the author first analyzes the general trend that the research background at home and abroad is based on the all-round development of human being as the basic starting point of education, and points out that in the field of designing basic curriculum, Research on the overall development of design personality in basic teaching is still lacking. Then the concept of potential content is explained as: mainly refers to the attitude, beliefs, feelings, values and other aspects of the development of students' overall personality and creativity to play a guiding and driving role in the teaching content. The first part is the classification of the design of the basic course content under the three-dimensional objective. Then it analyzes the orientation, nature and connotation of the potential content in the basic course of design. The second part is to seek the theoretical basis for the research of latent content from the fields of philosophy, psychology and sociology. It is pointed out that the research on potential content is consistent with the theoretical development trend of various disciplines. In the third part, from several typical basic teaching cases, the embodiment of the latent content in the design basic course teaching at home and abroad is analyzed in detail. From the practical point of view, to explore the potential content development value and teaching reference. The fourth part is mainly about the integration of the latent content in the basic course teaching and the suggestion to the concrete teaching. Put forward the opinion from the goal, process and evaluation of the course teaching. The last part is the conclusion of the whole article. It is pointed out that a basic curriculum system of art design, which is suitable for the needs of the times and the development of human body and mind, should be a complete system which can effectively integrate the goals of knowledge and skills, process and method, emotional attitude and values.
【學(xué)位授予單位】：浙江師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2006
【分類號(hào)】：J06-4
【引證文獻(xiàn)】
相關(guān)期刊論文 前1條
1 劉波;;動(dòng)漫教學(xué)加強(qiáng)手繪能力訓(xùn)練的重要性探討[J];美術(shù)大觀;2012年08期
相關(guān)碩士學(xué)位論文 前3條
1 夏艷萍;甘肅省高等學(xué)校藝術(shù)設(shè)計(jì)專業(yè)課程體系研究[D];西北師范大學(xué);2010年
2 陳慧;高職藝術(shù)設(shè)計(jì)理論課程現(xiàn)狀與教學(xué)對(duì)策研究[D];南京藝術(shù)學(xué)院;2008年
3 劉波;關(guān)于動(dòng)漫設(shè)計(jì)技術(shù)中速寫延續(xù)性訓(xùn)練的問題研究[D];西安理工大學(xué);2009年
本文編號(hào)：2129922
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