摘要
以中央美术学院的《意Gestalt境》课程教学为例,分析格式塔心理学原理在课程教学中的运用。从课堂教学结构及教学过程中的格式塔现象,移情设计“意境”。在组织学生著作阅读、报告分析、论文写作及设计实践的课程教学过程中,格式塔效应使每一个同学的原有认知被唤醒,知识领域的扩张,使学生的个体心里产生变化。学习整体的一部分与部分之间带有“浑沌空间”,同学踊跃参与发言,相互刺激、相互激荡,形成一种“场”,这种“场”与中国文化中所提倡的“意境”有一定的相关性。而在设计课程教学中的“意境”我认为有知识意境和设计意境多层含义。但又不能单用“浑沌”来解释运用格式塔心理学原理的课程教学。从教学过程分析“Gestalt”与“意境”关系,解读“意境”含义。
This paper analyses the use of the theory of Gestalt Psychology into curriculum,with an example of the academic curriculum of Gestalt Consciousness of China Central Academy of Fine Arts,which designs consciousness through the framework of class instruction and emphasizes the Gestalt Phenomenon during the process of teaching.The impact of Gestalt changes the students' individual mentality by rousting up their primitive acknowledgement and expanding their knowledge domain during the educational process of literature reading,report analysis,article writing and design practice.There is a Chaos Space between parts of the main body of studies.When students take enthusiastic part in class discussions,activate each other and interact passionately,they will form an atmosphere,which is relatively connected with the consciousness advocated in Chinese culture.However,the writer thinks that consciousness has many meanings such as knowledge consciousness and design consciousness when planning a course.It is not practical to explain the curriculum adopting Gestalt Psychology simply by chaos.It is through the procedure of education that we should analyse the relationship between Gestalt and Consciousness,to unscramble the meanings of Consciousness.
出处
《现代大学教育》
CSSCI
北大核心
2007年第2期106-109,共4页
Modern University Education
关键词
格式塔
意境
设计课程教学
Gestalt
Consciousness
curriculum design
