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題 名 | 造形理論於工業設計教學上之階段性應用=Form Theory and Its Procedural Application in Industrial Design Education |
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作 者 | 陳振甫; | 書刊名 | 明志工專學報 |
卷 期 | 28 1996.05[民85.05] |
頁 次 | 頁177-184 |
分類號 | 440.8 |
關鍵詞 | 設計教育; 造形教育; 造形心理學; 產品語意學; 介面設計; 教學目標; 學習經驗; Design education; Form education; Gestalt psychology; Product semantics; Interface design; Instructional objectives; Learning experience; |
語 文 | 中文(Chinese) |
中文摘要 | 於工業設計之專業領域中,造形活動常為整體設計不可忽略的焦點,各種有關之 學理與理念亦時有新見解,舉凡造形追隨功能、應滿足人因工程之評量、應達到材料與製程 之要求、應簡潔、應傳達訊息以協助使用者等。此外,有專家認為美的產品應同時具有工程 與藝術之啟示。文中首先探討了造形基本原理及部份美學之特質、產品語意傳達與介面設計 ,同時,本文提出設計教育者於教學過程中,本著學校及科系教育理念,可階段性地於不同 年級,施予不同重點之造形理論教育,使學生能累積所學之造形經驗,於學習過程結束時能 具有造形理論綜合應用之能力。所舉案例為筆者於明志工專工業設計科從事基本產品設計、 產品設計、與專題設計之造形教學理念,同時指出造形教育歷程與其規劃之參考原則。 |
英文摘要 | The crcation of form is mostly emphasized in different phases of industrial design process. Accordingly, several form theories were submitted and applied into design practice. The aim of form can be defined as product aesthetics. This research studied form theories such as Gestalt psychology, product semantics, and interface design. Moreover, this rescarch provides a procedural form learning process based on education philosophy of the college and department, differdnt grades and other course requirements. Eventually, design students may integrate form theories according to their learning experience. The research experiment was conducted in the courses of Basic Product Design, Product Design, and Senior Graduation Design at Mingchi Institue of Technology. Several guidelines were also established for form education. |
本系統中英文摘要資訊取自各篇刊載內容。