DEVELOPMENT OF GRAPHICS LITERACY CURRICULUM

图形素养课程的开发

基本信息

批准号：
17300245
负责人：
SUZUKI Kenjiro
金额：
$ 3.74万
依托单位：
The University of Tokyo
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (B)
财政年份：
2005
资助国家：
日本
起止时间：
2005 至 2007
项目状态：
已结题

来源：
https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-17300245/
关键词：
Science Education Descriptive Geometry Education Design Education STEM Education STEM教育図学

项目摘要

In recent years, there continues to be a rapid spread in the use of 3D-CAD in the field of engineering design and drawing, and there is also increasing use of CG in many fields such as for visualization of computer simulation results in science, and for image display in the movie and game entertainment fields. With the spread of 3D-CAD/CG, graphic presentation that was used in some specialist such as engineering designers in the past, is now being used in various fields and by various people, so there is a need for graphic presentation education including the competence in the use of 3D-CAD/CG, or "graphics literacy (or visual literacy) education" for a wide range of students. The aim of this research project is to develop "graphics literacy curriculum" through the Graphic Science Courses offered at the College of Arts and Sciences of The University of Tokyo. The main part of the Graphic Science Courses consist of Graphic Science I and Graphic Science II, With Graphic Science I, as bef … More ore, descriptive geometry will be taught with hand drawing as the base. With Graphic Science H, commercial graphic processing software can be experienced. At the University of Tokyo, graphic science is being taught as a liberal arts subject, but it is also being served as a basic subject for engineering design and drawing. Therefore, 3D-CAD is the main graphic processing software being introduced. However, 3D-CAD has been developed for geometric modeling and for application of the modeling data to design analyses, and is not entirely satisfactory for presentation functions such as generation of perspective views, rendering or animated display. Therefore, to supplement the study of these functions, CG software is also being introduced. In this course, the experience of 3D-CAD/CG is the main educational objective, but by introducing geometric problems as examples and assignments, it is designed to mutually complement with descriptive geometry education (Graphic Science I). The results of the detailed analyses on the classes in 2005, 2006 and 2007, including the analyses on students'' reports for assignments, work time it took to complete the assignments, term-end test, evaluation of the enhancement of students'' spatial abilities, and students'' lecture evaluation, indicated that the curriculum design is appropriate. Less

近年来，在工程设计和绘图领域使用3D-CAD的使用仍在迅速传播，并且在许多领域中，CG在许多领域（例如，用于可视化计算机模拟的科学结果以及在电影和游戏娱乐领域的图像显示）中的使用也越来越多。随着3D-CAD/CG的传播，在某些专家（例如工程设计师）中使用的图形演示现在正在各个领域和各个人中使用，因此需要进行图形演示教育，包括使用3D-CAD/CG的能力，包括3D-CAD/CG的能力，或“图形素养（或视觉素养）教育”，用于学生的教育”。该研究项目的目的是通过东京大学艺术与科学学院提供的图形科学课程开发“图形素养课程”。图形科学课程的主要部分由图形科学I和图形科学II组成，其中包括图形科学I，作为BEF…更多的矿石，描述性的几何形状将以手绘作为基础来教授。使用图形科学H，可以体验商业图形处理软件。在东京大学，图形科学被教授为文科学科，但也被作为工程设计和绘画的基本主题。因此，3D-CAD是正在引入的主要图形处理软件。但是，已经开发了3D-CAD用于几何建模和用于设计分析的建模数据，并且不完全满足演示功能，例如生成透视图，渲染或动画显示。因此，为了补充这些功能的研究，还引入了CG软件。在本课程中，3D-CAD/CG的经验是主要的教育目标，但是通过引入几何问题作为示例和作业，它旨在相互融入描述性的几何教育（图形科学I）。 2005年，2006年和2007年对课程的详细分析的结果，包括对学生的作业报告的分析，完成作业所花费的工作时间，定期末端测试，评估学生的空间能力，以及学生的课程评估，表明课程设计适当。较少的