The Understated Value Of Freehand Sketching In Technology Education
The Understated Value Of Freehand Sketching In Technology Education
复制标题
手绘草图在技术教育中的低调价值
DOI：
10.18260/1-2--5855
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发表时间：
2009
期刊：
影响因子：
--
通讯作者：
S. Gordon
中科院分区：
文献类型：
--
作者：
Diarmaid Lane;Niall Seery;S. Gordon
由于教育在经济竞争力中扮演着如此重要的角色，因此许多政府将重点放在投资教育计划上也就不足为奇了。教学法的创新、课程的完善以及对教与学科学的深入研究有望推动知识经济的发展。近年来，爱尔兰教育系统在技术教育领域特别积极主动。在高级周期级别起草了四个新主题，所有主题都具有基于设计和技术的共同理念。这种从传统工艺为基础的主题到更有创意的设计为基础的主题套件的明显转变带来了前所未有的持续专业发展的需求。本文的重点是在技能设置的转变，从一个预定义的绘图模式的教学，以培养创造力的概念模式。由于技术草图是所有基于设计的活动的基本组成部分，它形成了本研究的核心。在“预兆”、“过程”和“产品”等描述符下关注学习过程，使我们能够对复杂的动态学习体验进行线性探索。虽然先天能力的感知限制了许多教师在素描方面的应用水平，但它被证明是一个有价值的属性，可以作为选择贡献者的比较标准。在这项研究中，参与者主观上声称自己的素描能力处于平均水平，而另一组则以“我不会素描”为先决条件。所有参与者都完成了一项为期五周的研究。该课程包括许多精神运动技能的发展；然而，课程内容的重要价值集中在从知识获取到综合的认知发展上。该报告得出的结论是通过强调“过程”教育的价值优于传统的“产品”的方法并提出经验证据说明增强参与者的认知功能。使用干预前后的数据和定性评论验证了素描比完整的构图有更大的认知价值的建议。
As education plays such a vital role in economic competitiveness, it is no surprise that the focus for many governments is to invest in educational initiatives. Innovation in pedagogy, refined curriculum and much research into the science of teaching and learning is hoped to promote a knowledge economy. In recent years the Irish education systems have been particularly proactive in the area of technology education. Four new subjects were drafted at Senior Cycle level, all with a common philosophy grounded in design and technology. This clear shift in focus from the traditional craft based subjects to a more creative design-based suite of subjects has brought with it an unprecedented need for continuous professional development. This paper focuses on the shift in skill set from teaching in a predefined drawing mode to that of a conceptual mode that fosters creativity. As technical sketching is a fundamental building block of all design-based activities, it formed the core of this study. Focusing on the learning process under the descriptors of presage, process and product enabled a linear exploration of an otherwise complex dynamic learning experience. Although the perception of innate ability restricts the level of application of many teachers in terms of sketching, it proved a valuable attribute as a comparative criterion when selecting contributors. The study included participants that subjectively claimed an average standard of sketching capabilities and a polar group with a prerequisite mindset governed by the phrase “I cannot sketch”. All participants completed a purpose designed five-week course of study. The course included much psychomotor skill development; however the significant value of the course content centered on the cognitive development that progressed from knowledge acquisition to synthesis. The paper concludes by highlighting the value of “Process” based education over the traditional “Product” approach and presents empirical evidence that illustrate enhanced cognitive capabilities of the participants. The use of pre and post intervention data and qualitative commentary validates the suggestion that there is a greater cognitive value to sketching than a completed composition.