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首页> 外文期刊>International Journal of Technology and Design Education >“If I was going to design a chair, the last thing I would look at is a chair”: product analysis and the causes of fixation in students’ design work 11–16 years
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“If I was going to design a chair, the last thing I would look at is a chair”: product analysis and the causes of fixation in students’ design work 11–16 years

机译：“如果我要设计椅子，那么我最后要看的就是椅子”：产品分析和11-16岁学生设计工作中的固定原因

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摘要

Creativity is acknowledged to be important for economic growth and as an everyday life-skill, however several influential reports have suggested that education could do more to harness creative talent. Creative cognition literature suggests the lack of creativity is at least partly the result of ‘fixation’ (difficulty in generating novel ideas due to imagination being ‘structured’ by existing knowledge). This paper focuses on the secondary (students aged 11–16 years) design and technology (D&T) context in the UK. Here we examine whether teacher practice can contribute to fixation by focusing on one specific facet of teacher practice in D&T; the use of product analysis to inform the generation of creative design ideas. Data is drawn from the preliminary phase of a research and intervention project from interviews with D&T teachers (N = 14), students (N = 126) and lesson observations (N = 10) and an analysis of documents and student work. Product analysis is widely used at different points in design projects but, as is shown, in all cases current practice can lead to fixation, as thinking is constrained down specific paths and tasks are at best at procedural rather than comprehension level. The implications of these findings and tentative ways forward for practitioners are discussed.
机译：人们普遍认为，创造力对于经济增长和日常生活技能至关重要，然而，一些有影响力的报告表明，教育可以发挥更大的作用来发挥创造力。创造性认知文学认为，缺乏创造力至少部分是“固执”的结果（由于想象力被现有知识“结构化”，因此难以产生新颖的思想）。本文重点研究英国的中学（11-16岁的学生）设计与技术（D＆T）的背景。在这里，我们通过关注D＆T中教师实践的一个特定方面来研究教师实践是否可以对凝视做出贡献；使用产品分析来指导创意设计思想的产生。数据来自研究和干预项目的初步阶段，该阶段来自与D＆T老师（N = 14），学生（N = 126）和课程观察（N = 10）的访谈以及对文件和学生作业的分析。产品分析在设计项目的不同阶段广泛使用，但是如图所示，在所有情况下，当前的实践都可能导致问题的解决，因为思维被限制在特定的路径上，并且任务充其量只是过程性而非理解性。讨论了这些发现的含义以及对从业者的尝试性前进方式。

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