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设计学作为高等教育一级学科,其教学活动与其他学科相比较同样包括三大体系,即分别以教材、教师和学生为依存和主体的教材体系、教学体系和能力体系。但基于设计学学科特点,其三大体系之间又存有其独特的逻辑关系。对设计学三大体系之间逻辑关系的分析与认知,有利于厘清教育思路、完善教育方法、提高教育质量。作为教学体系主体的教师,如何树立自身教书育人的价值认知,是完善三大体系之间能量传递的精神基础。教师对自身教育职业的价值认同和精神信仰,同样需要建立在对自身职业的逻辑认知基础之上。
As a subject of higher education, design teaching includes three major systems as compared with other disciplines: teaching materials, teaching system and ability system which depend on teaching materials, teachers and students respectively. However, based on the characteristics of the design discipline, there are unique logical relations between the three major systems. The analysis and cognition of the logical relationship between the three major systems of design study are helpful to clarify the educational ideas, improve the educational methods and improve the quality of education. As the main body of the teaching system, how to establish the value cognition of teaching and educating people is the spiritual basis of perfecting the energy transfer between the three systems. Teachers’ value recognition and spiritual belief in their own educational career also need to be based on the logical cognition of their own careers.