-- Wang Deping Yu Wei (Beijing Institute of Technology Teachers)

One, background

At present, China's industrial design education is mainly set up in art colleges and colleges of science and engineering. There are differences in the educational guiding ideology, teachers, and students. The educational effects produced by the two modes of education are different. Therefore, in the specific research work aiming at perfecting design education, it is necessary to carry out an objective and continuous evaluation of the existing two education models to obtain reference opinions on the improvement, perfection, and development of design education.

Second, the purpose

In the existing research on design education, the evaluation of the two types of education model itself and its effects have shown considerable results. The purpose of this paper is to introduce the protocol analysis method and analyze the design process of industrial design students to evaluate the effectiveness of the existing design education and provide a reference for the research work of design education.

Third, the research program

Using protocol analysis to observe and compare analysis, in the process of product development and design, record the thinking process and expression of students in the industrial design department of polytechnics and art schools, that is, from the idea of ​​the design scheme to the reality of the expression and communication. Students in different educational backgrounds and education guidance methods have common points and differences in their creative behaviors. Through the comparative study of students in two types of colleges and universities, they find out the connotations of differences, achieve mutual reference in education and teaching, and design for industry. Education research provides reference for basic information, provides a basis for designing education reform, and provides theoretical support for the rational application of industrial design talents in employment practice.

1, on the protocol. The English meaning of "Protocol" is draft and agreement, that is, the agreement reached by both parties in the exchange of communication. Protocol analysis is a method used in the research of cognitive psychology, that is, the method of analyzing the thinking process based on the speech or action obtained during actual action. Here the protocol analysis was introduced into the study of design education, and according to the characteristics of the industrial design profession, the method of the Think aloud was used. It became a useful tool in the research of design education to help understand the students of the two types of institutions. The creation of design ideas and the way they communicate.

2, experimental subjects and methods. Protocol Interview The students of the first-grade and fourth-grade students from the polytechnics and art colleges were collected from the experiment to form a two-person group to conduct conversation experiments. In the experiment, on the one hand, the background data of students in industrial design departments of different colleges were investigated. On the other hand, the protocol was used to observe and analyze the differences in the design and communication methods of students under different growth backgrounds and different education guidance methods. . In the specific experiment, the thinking and performance of students in the polytechnic and art colleges were recorded. In the experimental linguistic behavior data, the rich information materials provided by the time-based design activities can help us analyze the design process of different students in more depth.

Fourth, analysis and phase results

From the point-in-time statistics of the student's new effective conception in the design process, it is possible to find the differences in the concentration and dispersion of the four groups of students. The time points envisioned by first-year students of science and engineering are scattered throughout the timeline; the ideas of fourth-grade students in science and engineering are concentrated on the time axis; the first-year students of art classes have more concentrated ideas in the previous period of time. In the later period, there are also some ideas; the concept of the fourth-grade art is mainly concentrated in the later stage. Therefore, the differences between the four groups of students during the climax of the ideas that emerged during the design process are also different.

In addition, from the analytic chart of the method and logic for solving problems in the product design process, it can be seen that the proportion of time that the four groups of students propose and analyze the program in the process of design inference is large, and in terms of analyzing problems, the art institutions The proportion of time spent by students is greater than that of students in polytechnics. Throughout the design process, the design behavior and performance behaviors of students in universities of science and engineering are staged. Generally, they begin at the beginning of the design process and continue to generate new ideas. The density of the new ideas is greater, but After the idea was created, it led to the results very quickly. It showed that the purpose was too strong and the process of analyzing the problems was uneven; the design behavior of the students in the art colleges was relatively continuous. In the early stage of the design process, the analysis of the problems was emphasized and analyzed in various ways. After the idea was created, the objectives in the analysis process were more dispersed and the causal relationship between the analysis process and the resulting concept was not significant.

In the design process, students generally adopt a series of small strategies to deal with problems according to the current situation, which in turn reflects the impact of design methodology education and the accumulation of their own experience. From the “point in time of generating new ideas” statistics, it can also be seen that students in the first grade and fourth grade of science and technology have less differences in the results of the statistics, and art students in the first and fourth grades have greater differences. Art fourth grade students It is more clearly understood that "design" is based on analysis. This may indicate that the current domestic art schools in industrial design education and teaching more emphasis on design analysis, start thinking with design methods, and the effectiveness of this design methodology education is still more significant; science and engineering institutions should be relatively strengthened in education and teaching Effective methodological penetration. On the other hand, in the educational background of students in universities of science and engineering, they have developed a process of “questioning => answering, asking questions => answering...”, which has a certain amount of active thinking, and design behavior is relatively comprehensive. The process requires a comprehensive consideration of multiple factors. Therefore, if this comprehensive analysis method can be incorporated into the student's thinking process, it will help students form an effective way of thinking; the educational atmosphere of art students Students develop the habit of thinking to "sentiment" things. This process helps students form a gradual way of thinking, which in turn requires the students' educational background to be able to correctly grasp this method and get a reasonable advancement. result. For the art students, enhancing the activity of thinking will help them face the strain and turn in the design process.

In the Protocol conversation, students are required to complete the topics in the form of communication and cooperation. During the process of analyzing the information on the conversation, it is found that: Communication between science and engineering students is relatively easier than that of art students. Communication and cooperation of students mainly depends on verbal and hand In the expression, the students of science and technology have strong oral expression skills, and art students have advantages in their expressions at hand. However, it is worth noting that, from the records of the hand performance, there are still obstacles in the design communication between the two types of students, that is, they cannot find a reasonable way to express clearly to each other. In fact, design behavior is often accomplished through teamwork. Therefore, we should pay attention to the development of students' comprehensive ability in the course of performance. This includes both the ultimate performance of the design and the ability to enable students to communicate in an effective way during the design process. That emphasizes the training of the expression of the design, rather than the training of simple performance techniques.

During the course of the protocol conversation experiment, in the face of the prescribed problem-solving requirements, the four groups of students showed inaccuracies in actual combat experience to varying degrees, highlighting the intermittent use of some small strategies to solve immediate problems and lack of The overall design process of the macro-control and control For example: the four groups of students in the time allowed to ignore the design of the final evaluation and correction work affect the integrity of the design results. This shows that in the specific education and teaching students should be able to strengthen the ability to grasp the macro system of the entire design process, so that students consciously strive to complete a relatively complete design.