I. The macro background and general thinking of my undergraduate teaching reform Under the macro background of the national system of higher education adjustment, the Central Academy of Arts and Design was integrated into Tsinghua University in November 1999 and renamed it as “The Academy of Fine Arts of Tsinghua Universityâ€. It opened the prelude to the college teaching reform. In the following year or so, based on the investigation of the teaching systems of similar institutions at home and abroad, based on the needs of society for industrial design personnel, the general education reform ideas of the Academy of Fine Arts, and the development planning of industrial design disciplines, etc. The request put forward the adjustment plan for our departmental education system. The plan is easy to draft, is basically determined after repeated discussions, and will be implemented concretely from the 2001 level, and will be perfected through adjustment and enrichment for successive years.
The overall thinking of this teaching reform includes the following aspects:
1. Rationalize the relationship between disciplines and establish a teaching system structure based on industrial design disciplines Since the early 1990s, our institute has implemented a 10-year two-year basic education system. Its idea of ​​breaking the boundaries of disciplines and broadening students’ knowledge is of progressive significance. However, due to the failure to seriously study what is the basis of the various disciplines of the Art Academy, and how basic courses and professional courses are linked, the curriculum of the basic department is to a certain degree. It became a basic education of all kinds, and it was out of touch with the professional education system of the latter two years. Later, although basic measures were taken in the basic department to improve the curriculum of the third semester (second semester of the second grade) and other professional training courses based on professional characteristics, it did not fundamentally change the fragmentation of the curriculum system. For our department, we can only put a small amount of necessary industrial design technical basic courses and specialized courses into the last two years. This makes the implementation of our original teaching system impossible, and the two product design and display design directions have no chance to accept Basic education in industrial design. After the school merged into Tsinghua University, it cancelled the basic department system that reflected many problems and instead set a certain amount of required compulsory course systems, which allowed the department to re-arrange the curriculum structure according to the teaching rules of industrial design. The specific measures are as follows: Strengthen the role of industrial design as the basis of disciplines in each professional direction, and each major accepts common industrial design basic course training. The adjusted proportion of class time is close to the time required for the course of the course (504 hours) and professional courses (556 hours), which ensures the strength of the common design of industrial design. In the specific curriculum setting, I organized the basic courses of industrial design into four courses: "Industrial Design Modeling Foundation", "Industrial Design Expression", "Industrial Design Engineering", and "Industrial Design Theory", which constituted the basis There are several basic discipline training systems for knowledge, thinking methods, modeling skills, and operational skills. Http://dolcn.com
2. Actively broadening professional orientation according to the needs of social development New problems in the information society have brought new applications to industrial design. Design education should also promptly broaden the professional field in accordance with changes in social patterns and the development of science and technology. Under the guidance of the overall discipline layout of the school, the Department is collaborating with other related majors of the Academy of Fine Arts and related disciplines of Tsinghua University to establish the direction of information design and specialize in designing human resources spanning the disciplines of industrial design, communications, and digital media. The pre-research is now being conducted in the form of 985 scientific research projects. The plan is to begin enrollment after maturity. According to the actual needs of the rapid development of China's automobile industry, our department will jointly build a transportation modeling and design major with the Department of Automotive Engineering of Tsinghua University. The professional will refer to the internationally mature teaching system of similar institutions, and gradually build its own teaching system in accordance with China's national conditions. It will adopt the approach of going in and out to cultivate high-quality teachers.
3. Compressing hours, changing teaching methods, and improving teaching efficiency Before 2000, the total number of undergraduate courses in our college reached 4200 academic hours, which is much higher than the usual four-year academic hours at home and abroad. The high number of hours allowed students to be busy with classes and homework while attending school. They were not allowed to take into account anything outside the course and were not good at developing students’ interests and abilities in many aspects. According to the college's requirements, the curriculum will be significantly reduced to about 2500 class hours without reducing the number of courses and requirements, and the previous unitary system will be adjusted to adopt a unit system and a cross system according to the characteristics of the curriculum. There are many ways to co-exist, such as the instructor consultation system and the course platform. After the adjustment, it will ensure that there will be no professional classes once a week. Students can use them to complete homework, go out for research, participate in social practice, visit exhibitions and other extracurricular activities. After changing to a cross-teaching system, the requirements for the completeness of the teaching plan and the organizational level of the teaching process are higher. This is the focus of our department's next step in teaching management.
4. Establishing an open and flexible system based on the needs of the credit system and the flexible schooling system The credit system and flexible school system are the methods that international higher education has long implemented. In recent years, some domestic institutions have also tried it out. The credit system and flexible school system have obvious advantages in increasing the students’ right to choose their own courses and independently adjusting the time for study. This is an effective measure for higher education to adapt to the rapidly changing external society. After repeated studies, our institute decided to implement the credit system and the six-year backward flexible education system from the 2001 level. In the future, students can apply for a mid-course suspension after performing the necessary procedures. Http://dolcn.com My department has always emphasized the importance of the teaching system. We believe that the important responsibility of university education is to help students build a system of thinking and working methods. Under this guiding ideology, most of my courses pursue the continuity and support of each other. However, after the implementation of the credit system and the flexible school system, how can we satisfy the advantages of the integrity of the knowledge structure and the guarantee of the basic quality brought about by systematic teaching, and the characteristics of diversified human resources brought about by open teaching will become future teaching? Important issues for design and management. At present, we are prepared to take the following measures: 1) Each semester after the second grade forms a curriculum loop that consists of a few basic courses that consist of a design course (tentatively referred to as the "course loop"). A small system of mutual support is formed within each course to focus on solving one level of design issues. The loop of the curriculum is spiraling from low level to high level. Courses between different curriculum loops retain certain duplication. This approach decomposes the four-year total curriculum system into several relatively complete small systems. After completing a semester, students will be able to acquire the major knowledge and capabilities involved in solving this level of design issues. 2) The main systematic teaching content is basically solved within the first three years. In the fourth year, students began to offer a variety of choices from the “Design of Free Choice Projectsâ€. The specific methods may include: 1) Entering the project team to participate in research projects; 2) Cooperating with institutions at home and abroad; 3) Entering graduation design in advance; 4) Directly entering the pre-graduate program After maturity)) 5) Experimental course. Other open measures to be taken are: establishing a perfect part-time professor system and bringing the best teachers from home and abroad to the podium. Establish and improve the system of curriculum exchange, and invite domestic and overseas special courses to our institute. Through these efforts, we will establish a fully open, flexible and complete scientific teaching system. The talents that we have cultivated have reached the comprehensive requirements of “thick foundation, wide caliber, and high qualityâ€.
Second, the reform of the industrial design department course system introduction 1, on the industrial design education, the leading thinking due to the development of new technology makes the definition of industrial design and the scope of the discussion of the subject has become a hot topic again. Some domestic and foreign experts and scholars have put forward concepts such as non-material design. We believe that these discussions on the meaning of industrial design will help our industrial design education concept to sublimate to a more fundamental level. I have always insisted that industrial design is the object of indefiniteness and means of indefinite education thinking to solve problems. Whether we are dealing with hardware or software, form or interface, individual or system, product or method, and material Still non-material. The most important thing is to teach students to find problems, analyze problems, organize resources in a way that allows them to do so, and solve problems in an appropriate way. So far we still insist that this idea is the essence of industrial design education. Mastering this essence will not be overwhelmed by changes in the subject. We also use this idea as the main basis in the design of the curriculum structure.
2. About the human resources specification for industrial design It is meaningless to say that the human resources specifications of industrial design are as clear as the colors of a kaleidoscope. The characteristics of the industry determine that the industrial design talent is by no means one or two or even ten eight specifications, but there is no specification at all. However, as a goal of design education under limited conditions, I personally tend to attach importance to the training and training of the following two levels of competence: 1) Skilled basic vocational skills: This ability relates to the competitiveness and competence of students in employment. Professional activities. This may include the ability to process and organize basic design elements (functions, forms, colors, materials, structures, processes, humans, etc.), and the ability to express design ideas quickly, imaginatively, and contagiously (maps, models, words, Language, multimedia, etc.) These capabilities do not necessarily become all indicators for measuring the level of the designer, but they are indeed indicators that determine whether the workers have the opportunity to further demonstrate their ability. 2) Ability to solve complex design problems creatively: Training such talented people is the focus that higher design education should pursue. However, I think the ability in this area is based on the former and is the relationship between the first gimmick and the last gimmick. Different from the former, this level of ability is more abstract and difficult to describe concretely, but it can at least include the following points: it is very creative, very comprehensible and insightful, it is very sensitive, it is rich in knowledge structure and it is very practical. , will do things, very aggressive. Personally, I think from an education point of view, the former is a qualified design workforce, a well-manicured flower, and it can be completely trained by a closely organized teaching system. The latter is a high-level design talent. It is a towering tree and can only be naturalized in an appropriate environment. The role of the school is to provide countless healthy and robust seedlings.
3. About the naming of the industry The knowledge and skills of the industrial designers have changed with the development of society. Therefore, it is better for the understanding of the curriculum to abstract to the height of the goal so as not to lose its direction. For example, hand-painted renderings were originally one of the important basic skills of industrial designers. However, as digital technologies are increasingly developing, they are gradually being replaced by computer rendering techniques. Therefore, we have named this course in a "flat design expression" that can express its essential meaning more. In my new curriculum system, I have abandoned as much as possible the method of naming courses in the form of expressions and objects of treatment, and changed them to be named after the purposes and basic laws of the curriculum.
4. About the basic course system of industrial design department http://dolcn.com The reformed teaching system integrates the basic courses (professional public courses) of the industrial design department into the industrial design modeling foundation, industrial design expression, and industrial design engineering according to the curriculum rules. (Manufacturing Technology), Industrial Design Theory, Computer and Multimedia, etc. Five superimposed horizontal basic curriculum groups (afterwards, computers and multimedia were included in the scope of specialized courses for technical reasons). The horizontal basic curriculum group serves all professional orientations that have been established and will be established, and forms a cross-sectional curriculum structure with specialized courses. 1) The industrial design modeling basic curriculum group includes three courses of perspective and structural sketch, color design foundation and modeling foundation. The purpose of the curriculum is to train students' basic modeling capabilities and solve the problem of modeling concepts. The modeling basis is a curriculum that I have developed for more than a decade of basic teaching experience development, and teaches students to consider factors such as material, structure, and function when dealing with morphological problems. To enable students to establish a correct view of form creation from the beginning, it helps to connect smoothly with design courses. 2) Industrial Design Expression Course Group The Industrial Design Expression Course Group is a course that trains students in basic expression skills and learns how to combine resources to serve expressive purposes. Specifically including graphic design expressions (original design sketches and effects