The Study Of Product Design “Progressive Project-Based Learning” Teaching Model

The major of “Product Design” classified into science of art has no longer the original meaning of the major of “Industrial Design” that belongs to both Art and Engineering.Therefore,it is urgent and important to explore the discipline target,education teaching theory and method of product design discipline.This paper started with an investigation and research of domestic and international situation and pattern of product design education,particularly placed emphasis on researching and analyzing the United States,Germany,Japan and other western developed countries’ school running of product design and industrial design specialty.Combining the Constructivism study theory,the knowledge creation model theory of SECI presented by Nonaka Ikujiro and the viewpoint of “The two kind of tacit knowledge” presented by Claus Scharmer,deep discussion was made about the characteristics of the knowledge structure of product design specialty,extending the knowledge creation model theory of SECI.It then proposed that the knowledge of product design is a Dual-Spiral Model Theory of Product Design Knowledge Creation consisting of the social interaction between “tacit knowledge and explicit knowledge” and “self-transcendence knowledge and explicit knowledge”,which not only constructed the Dual-Spiral Model Theory of Product Design Knowledge Creation,but also provided a theoretical basis for the characteristic of product design-“the combination of Arts and Engineering and the mutual permeation of liberal arts and science.”Through the research on Construtivism theory,this thesis possessed deep analysis of the “project-based learning” teaching model under the support of this theory and made discussion of the necessity of adopting “project-based learning” teaching model in product design major.Targeting at the students’ fragmentation problems in the process of creating knowledge,this thesis discussed the “progressive” curriculum training model and the necessity and feasibility of combining the “project-based learning” teaching model with the “progressive” curriculum training model.Then the conceptual hypothesis of “progressive project-based learning” teaching model in product design specialty was put forward.The construction of “progressive project-based learning” teaching model is further discussed in three aspects: teaching activity design,curriculum design and teaching effect evaluation model.Taking the product design comprehensive expression course,the cooperation course of enterprise competition,the product development and design workshop as examples,the “progressive project-based learning” teaching model of product design specialty was tested by practice,dividing into low level,middle level and upper level.As a significant configuration of the design discipline education,the education research on product design specialty can help build further understanding of its disciplinary properties and characteristics,and contribute benefit to construction and improvement of the professional curriculum system.Moreover,it has the same significance to construct a more scientific teaching model and form an effective teaching and learning method.