激发日常创造力:美国K–12设计教育的理论框架和实施路径

Stimulating Creative Thinking: Theoretical Framework and Implementation of K–12 Design Education in the United States

本研究探讨了美国K–12设计教育框架,以威斯康星州为例探析其实施路径,并分析其设计教育特征。美国K–12设计教育的框架融合了设计师的认知过程和国家艺术教育标准,体现为设计思维、教学框架和设计过程,其设计教育具有以激发日常中创造力为目的、解决问题为导向、生活化教学为手段、社会现实为主题的主要特征。从实践来看,美国设计教育的系统建设处于上升和发展阶段,许多州政府和学校能够因地制宜地落实推进。以威斯康星州为例,美国致力于将设计教育嵌入K–12课堂,由公共教育部门建言献策、立法机构监督、校董事会执行和社会各界协助,其实施路径分别从教育目标、分级建构学习目标、课程设计、课外拓展和教师发展的五个方面养成学生的创造力。然而,当前美国设计教育面临着教育培训缺口大、跨学科想象力受限、对口专业设计教师少、学生实际参与度低等问题。因此启示我们应当重视日常教育中的创造力培养,积极探索设计与美育、劳动教育和社会实践的结合,优化跨学科、跨界的教师队伍建设,设立分级持续性学习线,从而多方面、全学段、跨学科地激发学生的日常创造力,使设计教育能够培养出具有创造力的个体,驱动国家与社会的创新发展。

This paper discusses the U.S.K-12 design education framework,explores the implementation pathway using Wisconsin as an example,and analyzes design education characteristics.The framework of K-12 design education in the United States integrates the designer’s cognitive process and national art education standards,and is reflected in design thinking,teaching framework,and design process.Its design education has the main characteristics of stimulating creativity in daily life,problem-solving orientation,life teaching as a means,and social reality as a theme.From a practical point of view,the system construction of design education in the United States is in a rising and developing stage,and many state governments and schools are able to implement and promote it based on local conditions.In Wisconsin,for example,the U.S.is committed to embedding design education in K-12 classrooms,with input from the public education department,oversight from the legislature,implementation by school boards,and assistance from the society.The path of implementation is to foster students’creativity in five areas:educational goals,graded learning objectives,curriculum design,extracurricular outreach,and teacher development.Design education in the U.S.currently faces challenges such as a shortage in education and training,limited interdisciplinary imagination,few design teachers with expertise,and low level of student participation.The implications for us are in that we should pay attention to the cultivation of creativity in daily life,actively explore the integration of design with aesthetic education,labor education and social practice,optimize the construction of interdisciplinary and cross-border teachers,and establish graded&continuous learning lines,so as to stimulate students’daily creativity in many aspects,throughout the school years and across disciplines.Thus,design education can cultivate creative individuals who can drive the innovative development of the country and society.