本文選題：室內(nèi)設(shè)計(jì) + 基礎(chǔ)教學(xué)��； 參考：《中央美術(shù)學(xué)院》2013年博士論文

【摘要】：本文針對我國目前室內(nèi)設(shè)計(jì)專業(yè)人才需求旺盛,高校室內(nèi)設(shè)計(jì)相關(guān)學(xué)科發(fā)展迅速,但高等院校室內(nèi)設(shè)計(jì)專業(yè)教學(xué)培養(yǎng)體系下的畢業(yè)生素質(zhì)不高的現(xiàn)狀,抓住目前我國室內(nèi)設(shè)計(jì)專業(yè)教學(xué)中最根本也是最普遍的四年制本科專業(yè)基礎(chǔ)教學(xué)問題作為切入點(diǎn),對我國高等院校的室內(nèi)設(shè)計(jì)專業(yè)教學(xué)方式展開深入的研究。 通過對國內(nèi)外高等院校室內(nèi)設(shè)計(jì)本科專業(yè)基礎(chǔ)教學(xué)現(xiàn)狀的縱向、橫向比較,重點(diǎn)對我國室內(nèi)設(shè)計(jì)本科教學(xué)領(lǐng)域中,專業(yè)基礎(chǔ)教學(xué)部分存在的問題展開全面而深入的分析。提出一種適合廣大非重點(diǎn)院校辦學(xué)特點(diǎn)的新型室內(nèi)設(shè)計(jì)專業(yè)基礎(chǔ)教學(xué)模型。這一教學(xué)模型將通過一系列連續(xù)而緊湊的教學(xué)載體把專業(yè)基礎(chǔ)教學(xué)中必須培養(yǎng)的幾項(xiàng)能力訓(xùn)練串聯(lián)起來,在保證教學(xué)質(zhì)量的基礎(chǔ)上,縮短培養(yǎng)各項(xiàng)素質(zhì)所需的教學(xué)時(shí)間,力求提高室內(nèi)設(shè)計(jì)本科專業(yè)基礎(chǔ)教學(xué)的效率。 本文結(jié)合當(dāng)前時(shí)代精神以及室內(nèi)設(shè)計(jì)相關(guān)學(xué)科轉(zhuǎn)型的背景,對教學(xué)理論、系統(tǒng)理論、控制理論、原型理論中的部分原理做出新的演繹；配合筆者的教學(xué)實(shí)踐,運(yùn)用現(xiàn)代教育科學(xué)研究方法,給出提升我國非重點(diǎn)室內(nèi)設(shè)計(jì)本科院校專業(yè)業(yè)基礎(chǔ)教學(xué)效率的一些具體辦法。 運(yùn)用這一新型專業(yè)基礎(chǔ)教學(xué)模型能夠有效幫助解決目前非重點(diǎn)室內(nèi)設(shè)計(jì)專業(yè)院�；A(chǔ)教學(xué)中普遍存在的四點(diǎn)主要問題,即：1.基礎(chǔ)課訓(xùn)練內(nèi)容重疊,專業(yè)基礎(chǔ)課與考前訓(xùn)練內(nèi)容以及后續(xù)專業(yè)課內(nèi)容重疊,教學(xué)效率低下；2.專業(yè)基礎(chǔ)課程與專業(yè)課程教學(xué)內(nèi)容銜接不順暢,專業(yè)基礎(chǔ)教學(xué)對室內(nèi)設(shè)計(jì)工作的指向性不強(qiáng)；3.類型化基礎(chǔ)課程訓(xùn)練缺少圍繞的主題,各門基礎(chǔ)子課程教學(xué)各自為政,使學(xué)生難以形成完整獨(dú)立的設(shè)計(jì)思維和主動(dòng)研究的意識；4.專業(yè)基礎(chǔ)教學(xué)環(huán)節(jié)的綜合文化素質(zhì)培養(yǎng)缺失,學(xué)生的品位不高。 新型專業(yè)基礎(chǔ)教學(xué)模型將對我國非重點(diǎn)院校建構(gòu)各白室內(nèi)設(shè)計(jì)相關(guān)專業(yè)的基礎(chǔ)教學(xué)體系提供有益的參考,進(jìn)而為提升我國非重點(diǎn)院校室內(nèi)設(shè)計(jì)學(xué)科整體教學(xué)質(zhì)量打下堅(jiān)實(shí)的基礎(chǔ)。
[Abstract]:In view of the strong demand of interior design professionals in our country and the rapid development of interior design related disciplines in colleges and universities, the quality of graduates in the teaching and training system of interior design majors in colleges and universities is not high. Taking the basic teaching problem of four-year undergraduate major as the breakthrough point, the author makes a deep research on the teaching method of interior design specialty in our country's colleges and universities. Based on the vertical and horizontal comparison of the present situation of the basic teaching of interior design undergraduate major at home and abroad, this paper focuses on the comprehensive and in-depth analysis of the problems existing in the specialized basic teaching in the field of interior design undergraduate teaching in China. This paper presents a new basic teaching model of interior design specialty suitable for the characteristics of non-key colleges. Through a series of continuous and compact teaching carriers, this teaching model will link together several abilities that must be cultivated in the basic teaching of a major, and on the basis of guaranteeing the teaching quality, it will shorten the teaching time required for the cultivation of various qualities. Strive to improve the efficiency of basic teaching of interior design undergraduate major. Combined with the spirit of the present era and the background of the transformation of interior design related disciplines, this paper makes a new deduction to some principles of teaching theory, system theory, control theory, prototype theory, and cooperates with the author's teaching practice. By using the research method of modern educational science, this paper gives some concrete methods to improve the efficiency of basic teaching of specialty in non-key interior design colleges in China. The application of this new basic teaching model can effectively solve the four main problems in the basic teaching of non-key interior design colleges and universities at present, that is, 1: 1. The overlap of basic course training content, specialized basic course and pre-examination training content, as well as the content of follow-up specialized course, the teaching efficiency is low. 2. The connection between professional basic course and professional course teaching content is not smooth, and the direction of professional basic teaching to interior design work is not strong. 3. The training of typological basic courses is lack of the theme around, and the teaching of each basic sub-course is different, which makes it difficult for students to form complete and independent design thinking and consciousness of active research. The cultivation of comprehensive cultural quality in the basic teaching link of major is lacking, and the students' grade is not high. The new basic teaching model will provide a useful reference for non-key colleges and universities to construct the basic teaching system of each major related to interior design. And then lay a solid foundation for improving the whole teaching quality of interior design subject in non-key colleges and universities in our country.
【學(xué)位授予單位】：中央美術(shù)學(xué)院
【學(xué)位級別】：博士
【學(xué)位授予年份】：2013
【分類號】：TU238.2-4

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本文編號：1927726