从设计思维到设计认知:一个教育视角

Harah Chon, Joselyn Sim
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引用次数: 15

摘要

设计过程阐明了设计活动的程序性知识,在实践维度上转移理论概念。设计思维作为一种创造性和创新性的方法,已经被确立为非设计师解决复杂问题的设计过程。本文回顾了在新加坡拉萨尔艺术学院引入设计思维方法作为设计教育教学方法的意义,产生新的知识,为设计实践和理论的研究空间提供信息。利用设计思维方法作为一个健全的框架,以促进在设计研究和实践中的冒险决策,来自设计传播,产品设计和室内设计设计专业的学生被引入到一个跨学科的项目中。从协作设计思维方法论中产生的观点和见解被提取、分析和调整,以形成一个框架,以说明从理论(设计师认知)到实践(设计思维)和研究(设计认知)的知识生成的非线性、循环结构。
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From design thinking to design knowing: An educational perspective
The process of design explicates the procedural knowledge of design activities, shifting theoretical conceptions across practical dimensions. Design thinking, as a creative and innovative methodology, has been established as a designerly process for non-designers to address complex problems. This article reviews the implications of introducing the design thinking methodology as a pedagogical approach in design education at LASALLE College of the Arts in Singapore, generating new knowledge to inform the research spaces of design practice and theory. Using the design thinking methodology as a sound framework to facilitate risk-taking decisions in design research and practice, students from the design specialisms of Design Communication, Product Design and Interior Design were inducted into an interdisciplinary project. The perspectives and insights arising from the collaborative, design thinking methodology are extracted, analysed and adapted to form a framework to illustrate the non-linear, circular structures of knowledge generation from theory (designerly knowing) to practice (design thinking) and research (design knowing).
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来源期刊
CiteScore
1.50
自引率
0.00%
发文量
9
期刊最新文献
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