:::

詳目顯示

回上一頁
題名:應用美的形式原理融入成語之視覺意象的創作
書刊名:朝陽人文社會學刊
作者:林睿琳鄭友超
作者(外文):Lin, RuilinJeng, Yoau-chau
出版日期:2007
卷期:5:2
頁次:頁95-118
主題關鍵詞:美的形式原理視覺意象設計創作The aesthetically formal principleThe visual imageryThe designing origination
原始連結:連回原系統網址new window
相關次數:
  • 被引用次數被引用次數:期刊(1) 博士論文(0) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:1
  • 共同引用共同引用:6
  • 點閱點閱:74
本研究旨在以立意取樣的方式,選取建國科技大學商業設計系九十五學年度入學之進修部二專一年級學生爲研究對象,透過基本設計課程之教學過程,探討美的形式原理,融入成語之視覺意象的創意設計。研究首先針對美的形式原理之意涵進行了解,再選出八個成語做爲視覺意象創作的主題,並以分組討論之合作學習的方式進行討論與創作。教師則根據各組學生的作品進行輔導,提出需要改進的建議,做爲學生作品修正的參考。此乃希望藉由討論過程,訓練學生對點線面之構成的了解,並促進師生互動的關係。最後,以分組口頭報告的方式,針對各個主題進行設計創作的發表,以訓練學生口語表達能力,並做爲後續創意設計教學與相關研究的參考。
That the main purpose of this research was in the form of random sampling extracted freshmen in advanced section who were admitted to Commercial design Department of Chienkuo Technology University in 2006 academic year as researching subject and target. Reliance on teaching process of fundamentally designing program probed into aesthetically formal principle with which to infuse idiomatically visual imagery creation. This research, in the beginning was directly aimed at implication and connotation of aesthetically formal principle to carry on comprehension and understanding, selected eight idioms which were used as subject for visually imaging creation and once again proceeded discussion and origination by collaborative learning style of fractionalization into group discussions. On the basis of designing origination created by the students in each group, the teacher undertook guidance and assistance and offered required amelioration and amendment for this designing origination, which will be referred to by the students. Therefore hopefully in the process of discussion, the students would be trained to fully apprehend construction of dot/line/dimension so that furtherance of mutually intimate communication and interrelationship would be established hereafter. Eventually, in the form of oral report and compartmentalization into group discussions, being aimed at each subject had proceeded announcement of designing creation to train the students’ orally expressive capability, which will be used as valuable reference for both the designing teaching of subsequently originative conception and the related research accordingly.
期刊論文
1.Moran, M. J.(2007)。Collaborative action research and project work: Promising practices for developing collaborative inquiry among early childhood preservice teachers。Teaching and Teacher Education: An International Journal of Research and Studies,23(4),418-431。  new window
2.Darling-Hammond, L.、Snyder, J.(2000)。Authentic assessment of teaching in context。Teaching and Teacher Education,16(5/6),523-545。  new window
3.Ariew, S.、Lener, E.(2007)。Evaluating instruction: Developing a program that supports the teaching librarian。Research Strategies,20(4),506-515。  new window
4.Graham, P.(2005)。Classroom-based assessment: Changing knowledge and practice through preservice teacher education。Teaching and Teacher Education,21(6),607-621。  new window
5.Davis, E. A.(2006)。Characterizing productive reflection among preservice elementary teachers: Seeing what matters。Teaching and Teacher Education,22(3),281-301。  new window
6.Chiu, M. L.(2002)。An organizational view of design communication in design collaboration。Design Studies,23(2),187-210。  new window
7.Azagra-Caro, J. M.、Archontakis, F.、Gutierrez-Gracia, A.(2006)。Faculty support for the objectives of university–industry relations versus degree of R&D cooperation: The importance of regional absorptive capacity。Research Policy,35(1),37-55。  new window
8.Cook, J.、Oliver, M.(2002)。Designing a toolkit to support dialogue in learning。Computers and Education,38(1-3),151-164。  new window
9.Chan, Y. H.、Lee, K.(2006)。A case-based framework for reuse of previous design concepts in conceptual synthesis of mechanisms。Computers in Industry,57(4),305-318。  new window
10.Stempfle, J.、Badke-Schaub, P.(2002)。Thinking in design teams-an analysis of team communication。Design Studies,23(5),473-496。  new window
學位論文
1.陳曼怡(2003)。合作學習在我國大學實施模式及可行性之研究(碩士論文)。國立臺灣科技大學,臺北。  延伸查詢new window
2.林睿琳(2005)。多元智慧論融入色彩計劃課程教學與評量之研究--以建國科技大學商業設計系為例(博士論文)。國立彰化師範大學,彰化。new window  延伸查詢new window
3.黃壬來(1983)。國小美術教育實驗班與普通班學生繪畫創作能力之比較研究(碩士論文)。國立高雄師範大學。  延伸查詢new window
4.陳宜文(2005)。設計師認知風格對團隊溝通與問題解決的影響(碩士論文)。大同大學。  延伸查詢new window
5.王竹梅(2003)。高職生基本設計能力培養之課程內涵研究,彰化。  延伸查詢new window
6.王櫻慧(2003)。小組討論在閱讀理解教學上之成效,高雄。  延伸查詢new window
7.翁明芳(2003)。促進國中學生在自然與生活科技學科中參與小組討論之行動研究,彰化。  延伸查詢new window
圖書
1.大智浩(1990)。美術設計的基礎。臺北。  延伸查詢new window
2.余民寧(1997)。教育測驗與評量:成就測驗與教學評量。臺北:心理。  延伸查詢new window
3.黃政傑(1998)。教學原理。臺北:師大書苑。  延伸查詢new window
4.呂清夫(1989)。造形原理。臺北:雄獅圖書公司。  延伸查詢new window
5.王文中、呂金燮、吳毓瑩、張郁雯、張淑慧(1999)。教育測驗與評量:教室學習的觀點。臺北:五南圖書出版有限公司。  延伸查詢new window
6.呂清夫(1993)。造形原理。台北:雄獅圖書股份有限公司。  延伸查詢new window
7.林寶山(1998)。教學原理與技巧。台北市:五南。  延伸查詢new window
8.林崇宏(2001)。設計原理─基礎造形理念與創意思考的探索。設計原理─基礎造形理念與創意思考的探索。臺北。  延伸查詢new window
9.侯迺慧(2005)。成語典。成語典。臺北。  延伸查詢new window
10.潘東坡(1998)。設計基礎與基本構成。設計基礎與基本構成。臺北。  延伸查詢new window
11.顏崑陽(1990)。小牛頓成語辭典。小牛頓成語辭典。臺北。  延伸查詢new window
 
 
 
 
第一頁 上一頁 下一頁 最後一頁 top
:::
無相關書籍
 
無相關著作
 
QR Code
QRCODE