A Study on the Teaching Method of Product Design Based on Visualized Design Brief

• Main Authors: Chao Jiang, 姜超
• Other Authors: Cheng-Ling Huang
• Format: Others
• Language: zh-TW
• Published: 2018
• Online Access: http://ndltd.ncl.edu.tw/handle/e2r243

博士 === 中原大學 === 設計學博士學位學程 === 106 === At present, design education research generally concerns with the development of students'' design thinking in the cross-disciplinary consensus of industry practice. In order to integrate cross-disciplinary knowledge, create students'' thinking model about analysis and synthesis, and develop students'' professional skills of solving problems, conventional product design teaching adopt project practices. Combing with the requirement of reflective practices in design education, teachers review students'' projects, feedback options, to achieve the purpose of developing design thinking. This general instructional method relies on teachers’ knowledge, experience, and cognitive about design discipline. And actual teaching results also relate to the condition of each university, which are almost uneven. Under widespread influences of internet and big data, students are easily able to access to acquire cross-domain knowledge and obtain various design skills from internet. In product design teaching, teachers encourage students to generate knowledge through data retrieval, which further promotes project practice. The efficiency requirements for obtaining knowledge in a large amount of information, combining with the image cognitive development in design education, make students tend to receive information in a visual manner. The study sorts out related theories and literature on design education and design thinking, analyzes the current tendency of students’ general information cognition and ability requirements for talents in design industry, considers the possibility to improve teaching process, and proposes a teaching method of product design based on visualized design brief. Following specific findings have been obtained via the research upon this teaching method. 1. Taking household appliances design as the content, organize students to grouping sketch experiment, compare utilization variances in conception motivation between visual and general text form design brief. The experiment shows that, the visual design brief features superior effects in assisting students’ conception than general text-form one, and thus confirms the feasibility of visual design brief as a teaching tool. 2. Focusing on related technique and social culture orientation of household appliances design, use the method of knowledge management, incorporates the cognition of industry experts and industrial design graduates, discusses the content and frame of visual design brief, thus to obtain the applicable visual design brief content organization procedures in product design teaching. 3. Taking network infographic as the example, probe into the correlation between the expression form and the contents of infographic via grouping experiment of Kansei Engineering, combining the content frame organization graphics for household appliances visual design brief to obtain the graphic organization method for visual design brief. 4. Analyze and collate the findings of visual design brief in the aspects such as feasibility, content frame structure and graphic organization procedures, research to obtain the constructive method of visual design brief in product design teaching, definite the technique processes of this teaching tool from content collation to graphic organization and specific method to function this tool to be applicable for conventional product design teaching. The study centers on the specific research findings of visual design brief, responses to the concerns of talent training on reflective practice mode, objective and concrete implement approaches under current design teaching researches and helps students to form correlation analysis and comprehensive research attitude and shape cross-discipline cognition thinking model. Visual design brief features intuitional and summarized information representation as to be the schema carrier for teacher-student interaction, so as to enable the reflective dialogue mechanism in the data collection period during the design practical training.