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首页> 外文期刊>International journal of technology and design education >A pedagogic approach to enhance creative Ideation in classroom practice
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A pedagogic approach to enhance creative Ideation in classroom practice

机译：一种提高课堂实践创造性思想的教学方法

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摘要

The real intent for technology education is to prepare young people so that they may fully participate and function in human society. To achieve this aim, learners are guided towards the development of attributes that include perceptive, critical, creative and informed decision making. Although effective teaching strives to inspire the creative spark in every learner, there is little guidance to inform actual classroom practice. The selection of strategies and implementation methods that engender creative responses in students, is usually left to an individual teacher's interpretation. A working knowledge of design processing provides a most advantageous methodology to guide teaching and learning as students develop ways "of knowing through thinking and doing," Sharma and Poole (Des Manag Inst 20(4):64-74, 2010) within classroom design and technological practice. This article looks at the broad stage of Ideation in creative design practice, where designers instigate and generate ideas within their own practice. Insight and transferable skills are observed to inform classroom practice. One event from the ideation stage of design practice processing is selected to enhance student visual communication skills. A pedagogic approach is then shared to inform the implimentation of a teaching and learning strategy that has been trialled with design (aged from 12 to 18 years) and Initial Teacher Education adult students.
机译：技术教育的真正意图是准备年轻人，以便他们在人类社会中充分参与和功能。为实现这一目标，学习者被引导旨在开发包括看性，批判，创造性和知情决策的属性。虽然有效的教学努力激励每个学习者的创意火花，但几乎没有通知实际课堂实践的指导。在学生的创造性反应的策略和实施方法的选择通常留给个人教师的解释。设计处理的工作知识提供了最有利的方法，以指导教学和学习，因为学生通过课堂设计中的思维和普尔（Des Manag Its 20（4）：64-74,1020）在课堂设计中发展“了解”和技术实践。本文介绍了创意设计实践中的广泛阶段，设计师在自己的练习中煽动和生成想法。观察到洞察力和可转让的技能来告知课堂练习。选择了一个来自设计实践处理的想法阶段的一个事件，以增强学生视觉沟通技巧。然后，分享教学方法，以便为教学和学习策略提供依据，这些策略已经有了设计（从12至18岁）和初始教师教育成年学生。

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