摘要
通过面料塑型课程完成设计与设计教学逻辑生长的尝试,将问题作为课程逻辑生长点,从目标方向,过程组织,质量监控入手,构建和捋顺逻辑在设计与设计教学中生长脉络。以文字、结构图、拍照、软件等过程性记录自然概念阶段、塑型尝试阶段、品类表述阶段、廓形结构阶段、成衣决策阶段、成果与反思。以设计问题为逻辑生长点,把控逻辑生长脉络,遵守一以贯之的逻辑操作,完成设计过程中的最佳选择。设计出了一套易于理解且具有阶梯式的学习成长模式,整个设计制作过程在设计方法与思路的指引下变得真实有效,具有逻辑起点及其生长性。
To accomplish the logical growth of design and design teaching through the fabric plastic course,taking the problem as the logical growth point of the course,starting from the goal direction,process organization and quality control,to construct and smooth the growth of logic in design and design teaching.The conceptual stage,research stage,transition stage from abstract to figurative,fabric differentiation and interpretation stage,garment making process,achievement and reflection were recorded in the process of text,structure drawing,photographing and software.The design problem was taken as the logical growth point,the logical growth sequence was controlled,the logical operation was followed,and the best choice was completed.
出处
《设计》
2019年第11期88-91,共4页
Design
关键词
形态
功能
逻辑生长
逻辑操作
Morphological
Functional logic
Growth logic
Operation
