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題 名 | 設計創意思考之四則運算法理論探討與教學成果分析=Investigation and Analysis About Four Arithmetic Operations Theory and Teaching Achievements of Creative Design Thinking |
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作 者 | 彭阿善; 陳俊宏; 嚴貞; | 書刊名 | 科技學刊. 人文社會類 |
卷 期 | 20:2 2011.12[民100.12] |
頁 次 | 頁119-133 |
分類號 | 521.59962 |
關鍵詞 | 設計; 設計創意; 創意思考; 四則運算; 設計教育; Design; Design creativity; Creative thinking; Four arithmetic operations; Design education; |
語 文 | 中文(Chinese) |
中文摘要 | 設計創意的發想一直被視為是難以解釋的黑箱思考,不論對學習者或教授設計創意的教師來說,都有著難以解釋的創意灰色地帶,設計也不如數理等學科,具有相對可依循的運算公式;本研究主要目的在借用數學領域的四則運算,建立設計思考系統,期望帶領設計學習者由淺入深,有效率、有系統性地進行設計創意的發想。「設計創意思考之四則運算法」為一探索性研究,是筆者多年前任教於國立嘉義大學美術系時所提出,此創意思考法的目的並非取代現有的創意思考法,而是提供更多元的創意思維;經過長期的課程設計與教學試驗,將其技法運算歸納如下: 1. 加法運算:接合、融合、嵌合、組合、透疊;2. 減法運算:刪減、挖空、空白、遮掩、簡化; 3.乘法運算:反覆、完形、碎形;4. 除法運算:分割、解構。本研究有鑑於多數設計思考理論,習慣以加法和減法的概念來進行創作發想,但普遍缺乏乘法與除法的思維,經本研究分析並呼應數學的四則運算理論,強調設計的整體概念,有助於整體設計思維的提升。此外,本運算法可單一運算也可複合運算,理論容易理解且實用性高,故本研究依序透過理論的建立、技法運算的歸納、設計師作品與學生教學成果的分析,探討本法則的發想思維與實踐,期能提供設計教學與設計實務之參考。 |
英文摘要 | The development of design creativity has been considered as unintelligible black-box thinking. For both learners and teachers who teach design creativity, there's a grey zone of creativity that is difficult to explain. Unlike subjects such as mathematics and physics, design doesn't have an operational formula to go by. This study aims to establish a design thinking system by virtue of four arithmetic operations in mathematics field, in hope of leading design learners to efficiently and systematically develop design creativity step by step. The author proposed an exploratory study on four arithmetic operations of creative design thinking when he was a teacher at Fine Arts Department of National Chiayi University many years ago. After long-term curriculum design and teaching experiments, the author summarizes technique operations as follows: 1. addition operation: conjunction, integration, interlocking, combination, overlap; 2. subtraction operation: deletion, hollowing out, blankness, covering, simplification; 3. multiplication operation: reiteration, gestalt, fractal; 4. division operation: segmentation, deconstruction. Most design thinking theories are accustomed to applying the conceptions of addition and subtraction into creativity generation and lack thoughts of multiplication and division. Consequently, this study analyzes and corresponds to the operation theories of mathematics field: an emphasis on overall concept of design helps promote overall design thinking. Moreover, this operational method, which can be implemented through separate operation or compound operation, has intelligible theory and high practicability. Therefore, this study investigates the thinking development and practice of this method through constructing theory, generalizing technique operations as well as analyzing designers' works and teaching achievements, and thus to provide reference for design education and design practice. |
本系統中英文摘要資訊取自各篇刊載內容。