産品設計教學的視覺化設計概要方法研究

A Study on the Teaching Method of Product Design Based on Visualized Design Brief

姜超(Chao Jiang)

指導教授 ： 黃承令 ； 周永燦

中原大學/設計學院/設計學博士學位學程/博士(2018年)

https://doi.org/10.6840/cycu201800173

摘要

當前行業實務的跨領域共識中，設計教育研究普遍關注學生設計思維養成。常規産品設計教學，經項目實踐，整合跨領域知識，塑造學生關聯資訊分析與綜合的思考方式，培養解决産業實際問題的專業能力。結合反映性實踐的對話互動，教師在對學生實踐成果的評價與反饋中，實現思維塑造的目標。這一教學模式，很大程度依賴教師自身知識結構、實務經驗及專業認知，也關聯學校資源條件，教學實際中，效果參差不齊。
互聯網、大數據等社會技術文化背景下，學生獲得設計跨領域知識，習得設計執行相關各種技能，變得日益便捷。産品設計教學中，倡導學生經資料檢索，實現知識生成的項目實踐模式。另一方面，當前述技術文化環境，大量資訊中識知的效率要求，結合設計教育的圖式認知養成模式，使學生傾向以視覺化方式理解議題。
研究整理設計教育和設計思考的相關理論與文獻，分析當前學生普遍的資訊認知傾向，設計行業對人才的能力要求，探討産品設計教學流程改進的可能，提出圍繞視覺化設計概要的教學方法，圍繞此一教學方法展開研究，獲得以下具體成果。
1、以家用電器設計為內容，組織學生進行分組草圖實驗，比較視覺化和常規文本形式設計概要，在促進構思中的效用差異。經實驗可知，視覺化設計概要在輔助學生構思方面的效果，優於常規的文字形式的設計概要，確認視覺化設計概作為教學工具的可行性。
2、圍繞家用電器設計的相關技術和社會文化面向，運用知識管理的方法，集合行業專家和工業設計畢業生的認知，探討視覺化設計概要內容及框架，從而獲得產品設計教學中可實施的視覺化設計概要內容組織程序。
3、以網絡型資訊圖像為例，經感性工學的分群實驗，探討資訊圖像表現形式與表述內容間的相關性，並結合家用電器視覺化設計概要的內容框架組織圖像，獲得視覺化設計概要的圖像組織方法。
4、分析整理視覺化設計概要可行性、內容框架架構、圖像組織程序等方面的成果，研究獲得產品設計教學中視覺化設計概要的建構方法，明確該教學工具從內容整理到圖像組織的技術流程，成為改進常規產品設計教學可操作的具體方法。
圍繞視覺化設計概要的具體研究成果，回應當前設計教育研究對人才培養中，對反映性實踐模式、目標以及具體實施路徑的關注，幫助學生形成關聯分析與綜合的研究態度，塑造跨領域認知的思維模式。視覺化設計概要直觀概括的資訊表述特徵，使其成爲師生互動的圖式載體，以便在設計實踐訓練的資料收集階段，就開啓反映性的對話機制。

關鍵字

設計教學 ； 設計概要 ； 資訊視覺化 ； 産品設計

並列摘要

At present, design education research generally concerns with the development of students' design thinking in the cross-disciplinary consensus of industry practice. In order to integrate cross-disciplinary knowledge, create students' thinking model about analysis and synthesis, and develop students' professional skills of solving problems, conventional product design teaching adopt project practices. Combing with the requirement of reflective practices in design education, teachers review students' projects, feedback options, to achieve the purpose of developing design thinking. This general instructional method relies on teachers’ knowledge, experience, and cognitive about design discipline. And actual teaching results also relate to the condition of each university, which are almost uneven.
Under widespread influences of internet and big data, students are easily able to access to acquire cross-domain knowledge and obtain various design skills from internet. In product design teaching, teachers encourage students to generate knowledge through data retrieval, which further promotes project practice. The efficiency requirements for obtaining knowledge in a large amount of information, combining with the image cognitive development in design education, make students tend to receive information in a visual manner.
The study sorts out related theories and literature on design education and design thinking, analyzes the current tendency of students’ general information cognition and ability requirements for talents in design industry, considers the possibility to improve teaching process, and proposes a teaching method of product design based on visualized design brief. Following specific findings have been obtained via the research upon this teaching method.
1. Taking household appliances design as the content, organize students to grouping sketch experiment, compare utilization variances in conception motivation between visual and general text form design brief. The experiment shows that, the visual design brief features superior effects in assisting students’ conception than general text-form one, and thus confirms the feasibility of visual design brief as a teaching tool.
2. Focusing on related technique and social culture orientation of household appliances design, use the method of knowledge management, incorporates the cognition of industry experts and industrial design graduates, discusses the content and frame of visual design brief, thus to obtain the applicable visual design brief content organization procedures in product design teaching.
3. Taking network infographic as the example, probe into the correlation between the expression form and the contents of infographic via grouping experiment of Kansei Engineering, combining the content frame organization graphics for household appliances visual design brief to obtain the graphic organization method for visual design brief.
4. Analyze and collate the findings of visual design brief in the aspects such as feasibility, content frame structure and graphic organization procedures, research to obtain the constructive method of visual design brief in product design teaching, definite the technique processes of this teaching tool from content collation to graphic organization and specific method to function this tool to be applicable for conventional product design teaching.
The study centers on the specific research findings of visual design brief, responses to the concerns of talent training on reflective practice mode, objective and concrete implement approaches under current design teaching researches and helps students to form correlation analysis and comprehensive research attitude and shape cross-discipline cognition thinking model. Visual design brief features intuitional and summarized information representation as to be the schema carrier for teacher-student interaction, so as to enable the reflective dialogue mechanism in the data collection period during the design practical training.

並列關鍵字

Design Brief ； Information Visualization ； Design Teaching ； Product Design

參考文獻

參考文獻

著作

1. Addison, N., Burgess, L., Steers, J., and Trowell, J. (2010), Understanding Art Education: Engaging Reflexively With Practice, Abingdon: Routledge.

2. Alexander, C. (1964), Notes on the Synthesis of Form (Vol. 5), Boston: Harvard University Press.

3. Archer, L. B. (1965), Systematic Method for Designers. London: Council of Industrial Design.