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題名:馬來西亞社會環境對華人設計教育的影響
作者:謝慧齡
作者(外文):SIEK, HWEE-LING
校院名稱:國立臺北科技大學
系所名稱:設計學院設計博士班
指導教授:陳殿禮
蔡仁惠
學位類別:博士
出版日期:2018
主題關鍵詞:馬來西亞華族文化設計教育誘導式結構視覺設計MalaysiaChinese cultureDesign EducationHeuristic StructureGraphic Design
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馬來西亞是一個多元語言和文化的伊斯蘭國家,主要族群有馬來人,華人和印度人,其中第二大族群的華人,其傳統文化主要由民間組織傳承與保護。
美術與設計教育領域在馬國正規教育系統中長期被忽視;本研究企圖深入了解社會環境對馬國華人設計教育發展的影響,並希望透過課程設計,使設計成為延續文化傳承重要推手。
本研究彙整出設計教育的發展與趨勢,馬來西亞設計教育102年的重要紀事,並透過誘導式結構與文化標記法,了解馬國文化與設計的關聯性,研究成果如下:
一. 馬來西亞設計教育歷史可分為四個時期:混沌、播種、萌芽和標準化時期;目前的設計教育主力,停留在基本能力的培訓,讓學生能銜接職場。
二. 從視覺設計教育課程,規劃多元文化社會需求的內容,讓學生了解社會環境與設計的關係。研究者發覺不同的文化,生活在共同的環境下,設計宣章的文字須雙語,而符號可靈巧的把涵義以樸實的圖像方式表達,則能提升他族的接受度。建立學生對社會環境的敏感意識及行為準則,為未來服務多元民族的客戶做準備。
三. 將三大族群的文化元素分類,依語文、文化與宗教等鑑定出華族文化的影響力,本研究發現設計專業特質在於能將文化深層結構轉化成文化現象;以红包为例,三大族群的排版偏好縱向方向、奠定了各族群的代表色、平面圖像的表現法也依據生活化的方式以符號呈現。由此可見華人文化已潛移默化地滲透在馬國各族群日常生活,演化為馬來西亞獨特的設計風格。
Malaysia is a multi-ethnic, multilingual and multi-cultural Islamic country, the three main ethnic groups are: Malays, Chinese and Indian. The Chinese is the second largest ethnic group in Malaysia; Chinese regards education as the core key to enhance their social status. Therefore, Malaysian Chinese have long struggled for their next generation to pursue formal education, while Chinese traditional culture is inheritance and preserved by civil community and organization. However, art and design education is often neglected in the formal education system or publicly documented. As a design educator cum graphic designer from Singapore for more than 20 years, shouldering a major mission to explore the development impact of this social environment on the design education of Malaysian Chinese and mark the impartation of culture through design. In order for future development in design a model that counter to multiple society and or Malaysia. This research provides a complete 102-year timeline through historical content analysis and expert interviews to collect the development, trends of design education and exploited the curriculum so that design has also become an important driving force for the continued cultural heritage. The study can lead to the following three conclusions:
1. The design education history is divided into four periods: Chaotic, seeding, germination, and standardization. It is also found that the design schools focus on equipping students for the sole purpose of securing a job immediately after graduation.
2. Visual design education equips people with the knowledge to meet the needs of a multicultural society: Students have to be aware of sensitive issues in the social environment, and codes of conduct in order to better serve diverse ethnic groups and clients in the future.
3. Classify the cultural elements of the three major groups: From the recognition of the writing systems, typesetting layout, symbols, colours, and images of the three ethnic groups through the cultural markers method, the influence of Chinese culture is identified according to religion, culture, and language through Ang Pau; the three major groups prefer vertically oriented layouts for Ang Pau in the representative colors of the various ethnic groups. This reveals that the Chinese culture has infiltrated the daily life of Malaysians and developed into a unique design style of Malaysia.
1. English Section
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2. Chinese Section 中文部分
報告,特刊
1. 李耀華 (2009)。馬來西亞華文高等教育發展之路。董總50年特刊, 530-539頁。
2. 沉天奇(2009)。 華文中學改制。馬來西亞華文教育185年簡史(1819年至2004年), 董總50年特刊, 雪蘭莪:董總。
3. 範立言(2001)。 馬來西亞華人文化節資料集。吉隆玻:馬來西亞中華大會堂總會。

期刊
1. 曹淑瑤 (2007) 馬來西亞「獨立大學」籌建之探討 . 興大歷史學報第19期, 205-233 頁。
2. 鐘瑜(2010).馬來西亞華人美術史初探,美與時代期刊雜誌 , 第38卷第2期, 84-87頁。
3. 鐘瑜 (2012)., 南洋美術之父—林學大在馬華美術史上的定位,美術研究雜誌,第2期, 77-83頁。
網頁資料
1. 江嘉嘉(2009 年8 月13 日), 獨立大學運動:封殺升學管道, 馬來西亞華校董事聯合總會 。
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