摘 要 台灣推行設計教育至今約四十年,在此數十年中,學校教育系統培育了多方位的人才,設計師的能力或也因此提昇。工具數位化的潮流下,設計生態及工作環境已明顯轉變,現今的職場環境與以往模式比較,存有相當的差異。在多元的變遷轉化過程中,教育方式與內容也因此不同。本研究以台灣設計課程發展之數位衝擊出發,探索視覺設計的內容定義、教學訓練與內容理念;進而比較台灣與其他設計應用發達國家的教育狀況,瞭解現今教育之發展;將數位環境與工具數位化對於視覺表現、教學之轉變整理探討。藉由專家訪談方式,將工具數位化對於設計學習的影響,及其教育改變現象逐一解析。 本研究採用個案研究與專家訪談的方式,依議題主導之結構系統,以開放式訪談進行。藉由朝倉直巳教授之經驗比對,對現行視覺設計之教學結構,作系統化的分析探索。本研究所得之結果發現:(1)視覺設計教育應具體訓練學生的基礎能力,並同時培養美感能力,以在數位環境影響中發展;(2)現代設計師需具備攝影、印刷與數位工具的處理能力。在瞬息萬變的環境條件中,作為一個優秀的設計師要能夠具備工具的掌握能力、環境敏感度與科技新知等三個條件;(3)相較於傳統教育模式,現在更需注重基礎技術及美感能力的學習;應該讓學生具備一定的基礎能力後,才開始數位工具的技術教導;(4)傳統設計教學在數位環境的影響下,仍應繼續保留基礎構成的部分與手繪練習的方式。視覺設計教育在未來的因應,課程方面建議應該先著重基礎課程;教師以教學結合研究及課堂指導的方式,將專業知識實際傳承;學生則可以清楚認知數位工具只是輔助工具,而非創意發想的主導。
Abstract The education of visual design has been fast developed during the past forty years in Taiwan. The growing situation makes designers have more opportunity than before that they can learn new design skills easily. The use of digital tools in recent year, however, has made design procedures different from tradition. It seems design education now has impacted by digitized environment more than anything else. This research systematically explored the definition, the training, and the content of visual design within Taiwanese developmental status. This study also reports the effects that digitized tools on educational approaches have been found through the expert interview. The methods involved in this study are case study, and expert interview. With an open-ended strategy, the interview has carried out fruitful data that support the following analyses. By the interview, professor Asakura provided his experiences on visual education. Through the qualitative analyses, certain phenomena in current educational setting can then be figured out clearly. The findings of this study are: (1) visual design curriculum should be focused on concrete art foundation that students can comfortably adapt any tool-shift later; (2) modern designer needs to handle at least photography, printing, and digitized tools that one’s designing work can be supported by new technologies; (3) visual design curriculum with using digital tools should be launch after students have achieved solid art foundation; (4) visual design curriculum should keep basic composition with practices of traditional hand-drawing. This study in addition suggests some directions for Taiwanese design education. Pay more attention to the fundamental courses; connect research into teaching and advising for design; and clarify the role of digital tools on instruction in the field of visual design.