| 对“主题设计”教育的思考 |
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| 引用本文： | 陈晨.对“主题设计”教育的思考[J].成都教育学院学报,2009,23(4):64-65. |
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| 作者姓名： | 陈晨 |
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| 作者单位： | 成都大学美术学院,四川成都,610106
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| 摘 要： | “主题设计”培养学生以新锐的观点和现代人的眼光，运用多种设计形式和载体对预定主题进行演绎，可以看到一个古老的文化或概念由此有了不同的诠释，焕发了新的活力，塑造了别致的主题形象。“主题设计”教育可促进学生对主题文化的深度理解，增强其时设计项目的延展性思考及整体把握能力。“主题设计”教育这种多角度的教育模式与有着多元化要求的现代设计是不谋而合的，其结果是主题的全方位展现，是学生发散性思维和联想性思维的启发，是设计的无限延展，是主题形象的开发和品牌故事的上演。
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| 关 键 词： | 设计教育 主题设计 主题形象 |
Reflection on Theme Design Education |
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| CHEN Chen.Reflection on Theme Design Education[J].Journal of Chendu College of Education,2009,23(4):64-65. |
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| Authors: | CHEN Chen |
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| Institution: | CHEN Chen (Academy of Fine Art, Chengdu University, Chengdu, 610106, China) |
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| Abstract: | Theme design airos to cultivate students to deduce planned subject by using several design forms and carries with new ideas and modem insight so as to understand the ancient culture and concept. Because of different explanation and new activity, the unique subject image is built. Theme design education can promote student＇ s deeper understanding of the cultures to strengthen the extended consideration and whole controlling abihty of design projects. The muhi - angled education mode of theme design is coordinated with the acquirement of modem design. So the subject is well exhibited; student＇s new ideas and imaginary thought are developed; the design is extended without limitation; and the development of subject image and brand stories are performed. |
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| Keywords: | design education theme design subject image |
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