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本文借鉴科学家库恩的“范式”理论,通过“前设计教育、常规设计教育、反常、危机、设计教育改革、新常规设计教育”六个阶段来研究中国设计教育的发展规律。设计教育系统对教育理论模式和基本方法不断改革,用新范式战胜旧范式,发展到新常规设计教育阶段,其范式观念发生了改变——任何单一的新范式都不能满足设计教育发展的需求。市场的多元化要求新范式必须符合“多元化”的特征和要求,树立特色教育观念,才能构建引导未来中国设计健康发展的行动纲领。
This article draws lessons from the “paradigm” theory of scientist Kuhn and studies the development law of Chinese design education through six stages: “pre-design education, conventional design education, abnormality, crisis, design education reform and new regular design education ”. The design education system has continuously changed the theoretical model and basic methods of education, and has overcome the old paradigm of the new paradigm and developed into the new-normal design education. The paradigm of the paradigm has changed - no single new paradigm can meet the demand of the development of design education. The diversification of markets requires that the new paradigm must meet the characteristics and requirements of “pluralism” and establish the concept of distinctive education in order to build a program of action that will guide the healthy development of China’s design in the future.