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디자인 전문인력 양성을 위한 중국대학교 시각디자인 교육과정 개선방안
사춘생,김면 (사)한국커뮤니케이션디자인협회 커뮤니케이션디자인학회 2019 커뮤니케이션 디자인학연구 Vol.68 No.-
As the 21st century is called the knowledge-based society or the digital information-oriented society, it has been rapidly and repeatedly changed and developed. Meanwhile, the design is perceived as a broad concept embracing the national policy and overall lives of society members after exceeding the methodology and production techniques simply for formative products. With the increased interest in design in each area, it is prospected to be more needed to have the active and competent manpower specialized in design for the future society convergence researches, development of industry-university collaboration projects, and the achievement of international standards. Considering such demands of the time, the researches on the improvement measures for design education of Chinese universities would be needed. Through the comparative analysis on total six universities(three Korean universities & three Chinese universities) focusing on Korean•Chinese visual design, this study established an analysis model based on the necessity of education for training design manpower in China and the establishment of policies for this curriculum. To research the current state of overall education, this study conducted the semi-structured one-to-one in-depth interview on the design educational structure and university design curriculum to cope with changes of the time, targeting a student majoring in visual design of Chinese university, a professor of visual design, and visual designers with career experiences for ten years or more. Based on the preceding researches, this study multilaterally analyzed the interview contents like educational goals, educational curriculum, current operation state of project-type courses, and current state of holding international exchange workshops. This study also suggested the problems and the measures for the cultivation of design manpower of China in the future. In order for universities to cultivate the design manpower suitable for practical environment, first, the subjects for learning diverse knowledge through the convergence curriculum are added. Second, in order for universities to properly understand/cope with the needs from the practical sites of design education, the horizontal relationship between professor and students is established, and the learner-centered industry-university projects are vitalized. Third, the international education programs are internalized to produce professional designers meeting the international standards. Fourth, in order to cultivate competent designers that could create new values by clarifying the educational goals and converging diverse knowledges, the educational system for convergence education is composed/developed. Therefore, the significance of this study is to develop the future direction of university visual design education for educating diverse competencies through the basic curriculum, diverse project courses, and international workshops. 21세기는 지식기반 사회 또는 디지털의 정보화 사회라 불리며, 급속히 변화와 발전을 거듭해 왔다. 이와 함께 디자인은 단순하게 조형적인 산물을 위한 생산기술과 방법론을 넘어 국가정책은 물론 사회구성원들의 삶 전반을 아우르는 광의적 개념으로 인식되고 있다. 각 분야에서 디자인에 대한 관심이 높아지면서 미래 사회적으로 융합연구와 산학협력프로젝트 개발 그리고 국제적 기준 달성을 위한 적극적이고 유능한 디자인 전문 인력이 더욱 필요하게 될 것으로 전망하고 있다. 이러한 시대적 요구에 맞추어 중국대학의 디자인 교육과정 개선방안에 대한 연구가 필요하게 되었다. 본 연구는 한•중 시각디자인 교육과정을 중심으로 각 3개 총 6개 대학 비교분석을 통하여 한국의 디자인 교육의 장점을 파악하여 중국 디자인 전문 인력 양성 교육의 필요성과 그를 위한 교육과정에 대한 정책의 근거로 분석모델을 구축하고 전반적인 교육현황 조사를 위해 중국 대학의 시각디자인전공 학생과 시각디자인전공 교수 그리고 경력 10년 이상의 실무 시각디자이너들을 대상으로 시대 변화에 대처하기 위한 디자인 교육구조와 대학 디자인 커리큘럼에 관해 반 구조화된 1:1 방식의 심충 인터뷰(Semi-structured)를 실시하고 인터뷰 내용을 교육목표와 교육커리큘럼, 프로젝트형 수업 운영 현황, 국제 교류 워크숍 개최 현황 등 다각도 측면에서 분석하고 그에 따른 문제점을 제시함과 동시에 향후 중국 디자인 전문인력 양성방안을 제시하였다. 대학에서 실무환경에 적합한 디자인 전문인력을 양성하기 위해서 첫째, 융합교육과정을 통해 다양한 지식소양을 습득할 수 있는 교과목을 추가한다. 둘째, 대학은 디자인교육 실무현장의 요구사항을 적절히 파악하여 대응하기 위해 교수와 학생 간의 수평적 관계를 구축하고 학습자 중심의 산학프로젝트를 활성화한다. 셋째, 국제적 기준의 전문인력 다자이너를 배출하기 위해 국제 교육프로그램을 내실화한다. 넷째, 교육목표를 명확하고 다양한 지식들을 융합하는 것으로 새로운 가치를 창출할 수 있는 경쟁력이 있는 디자이너를 양성하기 위해 융합교육이 시행될 수 있는 교육체계를 구성을 개발한다. 따라서 분 연구를 기반으로 향후 중국대학 시각디자인교육은 기본적인 교육 과정뿐만 아니라 다양한 프로젝트 수업을 통해 다양한 역량을 교육하는 방향으로 발전할 수 있도록 한다.
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창의적 디자인교육을 위한 교육환경 개선방안 - 대학교 학습공간을 중심으로 -
사춘생 ( Shi Chun-sheng ),김면 ( Kim Myoun ) 커뮤니케이션디자인학회 2019 커뮤니케이션 디자인학연구 Vol.67 No.-
A country's competence to compete and grow in the 21st global environment depends on creative talents. Therefore, universities in Korea put importance on the necessity of various creative innovation education paradigms to foster high-quality human resources equipped with innovative ability to contribute to creating creative economy. As the interest in multidisciplinary education increases, there are supports on the development of various education programs based on the expansion of meaning and inter-disciplinary integration. The educational space, which plays an important role in education, affects the stimulation of creativity and is a valuable element enough not to be ignored. Therefore, there is a need for research that creative educational space aspect is systemic and practical along with the development of teaching-learning method because innovation education is applied to learning process and is done in totally different ways from the present. However, the learning space research is changing very slowly compared to the change of digital technology and the change of education system. This study is intended to focus on how physical environment that influences the overall atmosphere of school can be established for nurturing creative talents. For this, two universities that have the most creative educational environment in the world are analyzed in the functional aspect of the extended teaching-learning activity, the teaching-learning methods of multidisciplinary education and the attributes of the multidisciplinary education space system should have are as the following: 1. The change in the learning space must be planned based on the teaching content concerning the teaching methods and activities that will take place in the space, and it should be possible to change into a space of various forms and functions. 2.The work of establishing the vision and values pursued by schools should be preceded, and be organized so that the process can be made into a diverse, open and independent space. 3. In the process of space reconstruction, the number of students is properly adjusted, thus providing the user with a free and active space to promote creative thinking. and based on the above, specific direction of space plan that should be considered in establishing creative multidisciplinary education space is sought. The significance of this study is that it can be used as a reference material for the establishment of multidisciplinary space suitable for new education paradigm and for the reorganization of existing space through the analysis of cases.
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