陶瓷產(chǎn)品設(shè)計(jì)專題(四)（衛(wèi)生陶瓷設(shè)計(jì)）課程教學(xué)大綱

1、陶瓷產(chǎn)品設(shè)計(jì)專題（四）（衛(wèi)生陶瓷設(shè)計(jì)）教學(xué)大綱課程代碼課程名稱陶瓷產(chǎn)品設(shè)計(jì)專題（四）（衛(wèi)生陶瓷設(shè)計(jì)）英文名稱Ceramic product design（）（Sanitary ceramics design）課程類別專業(yè)領(lǐng)域課課程性質(zhì)必修學(xué)時(shí)總學(xué)時(shí)：80 上機(jī)學(xué)時(shí)：0實(shí)驗(yàn)學(xué)時(shí)：0 實(shí)踐學(xué)時(shí)：0 實(shí)創(chuàng)學(xué)時(shí)：60學(xué)分5開(kāi)課學(xué)期第5學(xué)期開(kāi)課單位設(shè)計(jì)學(xué)院適用專業(yè)產(chǎn)品設(shè)計(jì)授課語(yǔ)言中文授課先修課程設(shè)計(jì)基礎(chǔ)（二）、設(shè)計(jì)心理學(xué)、計(jì)算機(jī)輔助設(shè)計(jì)（二）畢業(yè)要求（專業(yè)培養(yǎng)能力）本課程對(duì)學(xué)生達(dá)到如下畢業(yè)要求有如下貢獻(xiàn)：1、2、3、4、8 1.設(shè)計(jì)知識(shí)：掌握扎實(shí)的基礎(chǔ)知識(shí)和專業(yè)技能，能夠?qū)λ囆g(shù)設(shè)計(jì)的專業(yè)實(shí)踐和理論有較為

2、客觀的認(rèn)知。 2.問(wèn)題分析：這是針對(duì)產(chǎn)品創(chuàng)新設(shè)計(jì)的切入點(diǎn)。通過(guò)轉(zhuǎn)換視角，體會(huì)和觀察日常生活中的一些問(wèn)題，并對(duì)問(wèn)題做客觀的歸納和描述。能夠運(yùn)用陶瓷設(shè)計(jì)專業(yè)知識(shí)，結(jié)合設(shè)計(jì)市場(chǎng)調(diào)研的結(jié)果，對(duì)生活中存在的問(wèn)題做系統(tǒng)分析，提煉問(wèn)題的“關(guān)鍵詞”或“概念”。 3.設(shè)計(jì)/開(kāi)發(fā)解決方案：能夠針對(duì)衛(wèi)生陶瓷設(shè)計(jì)所遇到的問(wèn)題提出解決方案，建立產(chǎn)品的設(shè)計(jì)模型。在滿足情感、美學(xué)、特性、質(zhì)量、核心技術(shù)、人機(jī)工程學(xué)等因素的前提下，在完善設(shè)計(jì)的環(huán)節(jié)中，體現(xiàn)設(shè)計(jì)的整體性。 4.研究：能夠基于陶瓷材料的可能性及設(shè)計(jì)理念對(duì)衛(wèi)生陶瓷產(chǎn)品設(shè)計(jì)進(jìn)行有效的問(wèn)題研究，包括材料實(shí)驗(yàn)、設(shè)計(jì)調(diào)查、設(shè)計(jì)與文化、設(shè)計(jì)與生活方式等因素，形成可批量生產(chǎn)的衛(wèi)

3、生器具。8.職業(yè)規(guī)范：具有人文社會(huì)科學(xué)素養(yǎng)、社會(huì)責(zé)任感，能夠在陶瓷產(chǎn)品設(shè)計(jì)與環(huán)境生態(tài)的意識(shí)中理解并遵守設(shè)計(jì)職業(yè)道德和規(guī)范，履行作為一名設(shè)計(jì)師的社會(huì)責(zé)任。課程培養(yǎng)學(xué)生的能力（教學(xué)目標(biāo)）完成課程后，學(xué)生將具備以下能力：（1）循序漸進(jìn)的設(shè)計(jì)理論體系和專業(yè)實(shí)踐能力，初步的衛(wèi)生陶瓷設(shè)計(jì)工藝知識(shí)、設(shè)計(jì)規(guī)范、概念和理論（陶瓷產(chǎn)品、環(huán)境、功能等）1、2、8。（2）進(jìn)行初步、系統(tǒng)的設(shè)計(jì)思維、計(jì)算機(jī)輔助工具的訓(xùn)練1、2、3。（3）設(shè)計(jì)評(píng)價(jià)：對(duì)衛(wèi)生陶瓷產(chǎn)品設(shè)計(jì)體系的認(rèn)知及基于功能上的價(jià)值的體現(xiàn)，對(duì)衛(wèi)生陶瓷產(chǎn)品的設(shè)計(jì)過(guò)程中的感性與理性認(rèn)識(shí)，最終形成產(chǎn)品設(shè)計(jì)的功能特征1、2、4。課程簡(jiǎn)介衛(wèi)生陶瓷產(chǎn)品設(shè)計(jì)課程是基于陶瓷材

4、料與設(shè)計(jì)理念為主的產(chǎn)品設(shè)計(jì)課程。它涵蓋了陶瓷設(shè)計(jì)專業(yè)知識(shí)與設(shè)計(jì)問(wèn)題、設(shè)計(jì)調(diào)查、設(shè)計(jì)與文化、設(shè)計(jì)與生活方式等方面的知識(shí),較為系統(tǒng)的體現(xiàn)出衛(wèi)生陶瓷產(chǎn)品的整體性設(shè)計(jì)。對(duì)衛(wèi)生陶瓷產(chǎn)品設(shè)計(jì)體系的認(rèn)知及基于功能上的價(jià)值的體現(xiàn)，形成對(duì)設(shè)計(jì)成果的評(píng)價(jià)。教學(xué)內(nèi)容與學(xué)時(shí)分配（一）衛(wèi)生陶瓷設(shè)計(jì)導(dǎo)論：明確本課程的性質(zhì)、任務(wù)、要求、內(nèi)容和學(xué)習(xí)方法4學(xué)時(shí)教學(xué)要求：要求掌握課程的主要目的與任務(wù)，了解衛(wèi)生陶瓷在日常社會(huì)生活中的作用。（二）陶瓷材料與器具、水、行為關(guān)系認(rèn)知 16學(xué)時(shí)（1）講授衛(wèi)生陶瓷的基本概念，了解衛(wèi)生陶瓷的類型與水的流動(dòng)關(guān)系。 8學(xué)時(shí)（2）觀察、分析和發(fā)現(xiàn)生活中使用衛(wèi)生陶瓷的問(wèn)題意識(shí)。2學(xué)時(shí) （3）初步了解中

5、西方沐浴文化。2學(xué)時(shí)（4）初步了解如何從概念上描述衛(wèi)生器具的定義。4學(xué)時(shí)教學(xué)要求：循序漸進(jìn)地掌握設(shè)計(jì)認(rèn)知和專業(yè)知識(shí)，建構(gòu)衛(wèi)生陶瓷的設(shè)計(jì)認(rèn)知體系（功能、虹吸原理、安全等）。（三）衛(wèi)生陶瓷產(chǎn)品設(shè)計(jì)的思維方法概述 16學(xué)時(shí)（1）以材料、形狀及安裝方式構(gòu)成的形態(tài)分析法。4學(xué)時(shí)（2）以尋找創(chuàng)意的焦點(diǎn)對(duì)象法，針對(duì)設(shè)計(jì)中出現(xiàn)的障礙，有效地思考問(wèn)題。4學(xué)時(shí)（3）水平思考的工具和技巧。4學(xué)時(shí)（4）系統(tǒng)了解設(shè)計(jì)思維的特點(diǎn)，初步掌握衛(wèi)生陶瓷設(shè)計(jì)的思維方法。4學(xué)時(shí)（四）衛(wèi)生陶瓷產(chǎn)品設(shè)計(jì)過(guò)程 44學(xué)時(shí)（1）通過(guò)設(shè)計(jì)調(diào)查，初步了解用戶需求企業(yè)生產(chǎn)制造的可行性；通過(guò)市場(chǎng)調(diào)查，了解已有產(chǎn)品，從功能、審美、價(jià)格等方面進(jìn)行比較研

6、究。12學(xué)時(shí)（2）根據(jù)用戶需求，進(jìn)行問(wèn)題分析，總結(jié)出問(wèn)題定義（或概念）。4學(xué)時(shí)（3）針對(duì)所述的概念，進(jìn)行概念設(shè)計(jì)，并尋找設(shè)計(jì)原理。8學(xué)時(shí)（4）針對(duì)衛(wèi)生陶瓷產(chǎn)品的特性，尋找或設(shè)計(jì)合理的技術(shù)。8學(xué)時(shí)（5）在初步模型或圖紙的基礎(chǔ)上，完善設(shè)計(jì)，形成詳細(xì)設(shè)計(jì)。運(yùn)用設(shè)計(jì)知識(shí)和手法，結(jié)合材料學(xué)、人機(jī)工程學(xué)、行為學(xué)等知識(shí)，建構(gòu)衛(wèi)生陶瓷產(chǎn)品在生活方式、審美、安全性、可用性等方面的整體設(shè)計(jì)。12學(xué)時(shí)教學(xué)要求：對(duì)衛(wèi)生陶瓷產(chǎn)品設(shè)計(jì)體系的認(rèn)識(shí)和訓(xùn)練，對(duì)自己的設(shè)計(jì)或團(tuán)隊(duì)的設(shè)計(jì)進(jìn)行有效的評(píng)價(jià)，并能完成個(gè)人或團(tuán)隊(duì)的設(shè)計(jì)調(diào)查、市場(chǎng)調(diào)查、作品說(shuō)明、效果圖展示等。要點(diǎn)：產(chǎn)品設(shè)計(jì)的整體性展示。實(shí)驗(yàn)教學(xué)（包括上機(jī)學(xué)時(shí)、實(shí)驗(yàn)學(xué)時(shí)、實(shí)踐學(xué)

7、時(shí)）上機(jī)學(xué)時(shí)：0 實(shí)驗(yàn)學(xué)時(shí)：0實(shí)踐學(xué)時(shí)：0實(shí)創(chuàng)學(xué)時(shí)：60學(xué)時(shí)教學(xué)方法課程教學(xué)以課堂教學(xué)、課外作業(yè)、綜合討論、網(wǎng)絡(luò)以及授課教師的科研項(xiàng)目于積累等共同實(shí)施?？己朔绞奖菊n程注重過(guò)程考核，成績(jī)比例為：平時(shí)作業(yè)和課堂表現(xiàn)：30%實(shí)驗(yàn)成果（設(shè)計(jì)最終成果）：70%教材及參考書(shū)主要參考資料：1（英）布萊恩勞森著,楊小東（魯格）段煉譯.設(shè)計(jì)師怎樣思考解密設(shè)計(jì),機(jī)械工業(yè)出版社, 2009年4月.2諾曼著,梅瓊譯.設(shè)計(jì)心理學(xué),中信出版社,2003年10月.3（美）皮特森（Peterson，M.J.）著,周志敏、陳書(shū)華譯.廚衛(wèi)空間人性化設(shè)計(jì)完全手冊(cè),中國(guó)電力出版社,2006年1月. 4 （美）恰安、（美）沃格爾著，辛

8、向陽(yáng)、潘龍譯.創(chuàng)造突破性產(chǎn)品-從產(chǎn)品策略到項(xiàng)目定案的創(chuàng)新，機(jī)械工業(yè)出版社，2004年1月.5（美）Karl T.Ulrich，（美）Steven D.Eppinger著，詹涵菁譯.產(chǎn)品設(shè)計(jì)與開(kāi)發(fā)（第三版翻譯版）, 高等教育出版社，2005年7月.“Ceramic product design（）（Sanitary ceramics design）”SyllabusCourse CodeCourse TitleCeramic product design（）（Sanitary ceramics design）Course NatureCompulsory CourseClass HoursTot

9、al Class Hour:80; online Class Hour：0 experiment Class Hour：0 Practice Class Hour：0 practical creation Course：60Credits5Semester5th SemesterInstituteInstitute of DesignMajor OrientedProduct DesignTeaching LanguageChinesePrerequisitesDesign Basics（）， Design Psychology， Computer aided design(II)Studen

10、t Outcomes (Special Training Ability)This course has the following contributions to students who meet the following graduation requirements: 1,2,3,4,81. Design knowledge: they can master the basic knowledge and professional skills, and have a more objective understanding to professional practice and

11、 theory of the Art Design.2. Analysis of the problem: this is the entry point for product innovation design. Through shift of perspective, experience and observe some problems in daily life, they can have objective induction and description of the problems. They can combine the ceramic design profes

12、sional knowledge with the results of the design market research, then they have a systematic analysis of the problems in life and refine key words or concept of the problems.3. Design / development solution: they can put forward corresponding solutions to the problems encountered in the design of sa

13、nitary ceramics, the establishment of product design model. On the premise of meeting objectives of the emotional, aesthetic, characteristics, quality, core technology, ergonomic and other factors, they can reflect the integrity of the design in improving the design。4. Research: they can have effect

14、ive research of problems to sanitary ceramics products design based on the possibility and design concept of ceramic materials，including material experiments, design surveys, design and culture, design and lifestyle and other factors, and form sanitary ware that can be mass produced。8. Occupational

15、norms: they have a humanities sciences and social science accomplishment and social responsibility, and can understand and comply with the professional ethics and norms of design in the sense of ceramic product design and environmental ecology, fulfilling social responsibility as a designer。Teaching

16、 ObjectivesAfter having completing the course, students will have the following abilities:(1) step-by-step design theory system and professional practice ability, preliminary sanitary ceramics design process knowledge, design specifications, concepts and theories (ceramic products, environment, func

17、tion, etc.) 1,2,8.(2) carry out preliminary, systematic design thinking and computer aids training 1,2,3.(3) design evaluation: have an understanding of sanitary ceramics product design and functional values，also have perceptual and rational understanding of the sanitary ceramics products design in

18、the process of design, and ultimately form functional characteristics of product design 1,2, 4.Course DescriptionCeramic product design(four) is a product design course based on ceramic materials and design concepts. It covers knowledge of the ceramic design expertise and design issues, design surve

19、ys, design and culture, design and lifestyle and is a more systematic reflection of the overall design of sanitary ceramics products. Its the recognition of the sanitary ceramics product design system and the embodiment of the functional value, and form the evaluation of the design results.Teaching

20、Content and Class Hours Distribution(one) Introduction to the sanitary ceramics design: make clear the nature，tasks, requirements,contentandlearning methods of the course 4 class hours Teaching requirements: to master the main purpose and the task of the course and to understand the role of sanitary

21、 ceramics in the daily social life.(two) aware of relationship of ceramic materials，equipment, water, and behave 16 class hours(1)teach the basic concept of sanitary ceramics and understand relationship of the type of sanitary ceramics and water flows. 8 class hours(2) observe, analyze and discover

22、the awareness of problems of the use of sanitary ceramics in life. 2 class hours(3) a preliminary understanding of Chinese and Western bath culture. 2 class hours(4) a preliminary understanding of how to conceptually describe the definition of sanitary appliances. 4 class hoursTeaching requirements:

23、 step by step to master the design cognition and professional knowledge and construct design cognitive system of sanitary ceramics (function, siphon principle, safety, etc.).(three) Overview of the thinking method of sanitary ceramics product design 16 class hours(1) Morphological analysis composed

24、of material, shape and installation. 4 class hours(2) Using objective method of finding the creative, think about problems effectively directing at the obstacles in design process.4 class hours(3) Tools and techniques of horizontal thinking. 4 class hours(4) understand the characteristics of design

25、thinking systematically, and have a preliminary master of thinking method of the sanitary ceramics design. 4 class hours(four) sanitary ceramics product design process 44 class hours(1) have a preliminary understanding of the feasibility of users need enterprises to manufacture through design survey

26、; understand existing products and conduct a comparative study of the function, aesthetic, price and other aspects through market research.12 class hours(2) according to user needs, analyze the problem and sum up the problem definition (or concept). 4 class hours(3) conceptual design for the concept

27、, and find design principles. 8 class hours(4) for the characteristics of sanitary ceramics products, find or design a reasonable technology.8 class hours(5) on the basis of the initial model or drawings, improve the design and form a detailed design. Make use of design knowledge and techniques, com

28、bining with materials science, ergonomics, behavior and other knowledge, construct the overall design of sanitary ceramics products in lifestyle, aesthetic, security, availability and other aspects. 12 class hoursTeaching requirements: understand and train ceramic products design system, have effect

29、ive evaluation of their own design or their teams design, and complete the individual or teams design survey, market research, works description, displayed map and so on.Highlights: Product design as a whole.Experimental TeachingOnline class hours: 0 Experiment class hour:0, practice class hour:0，pr

30、actical creation class hours：60Teaching MethodCourse teaching is common implementation of classroom teaching, extracurricular homework, comprehensive discussion, network and teachers research projects.Examination MethodThis course focuses on process assessment, the score ratio:Normal homework and cl

31、assroom performance: 30%Experimental results (design final result): 70%Teaching Materials and Reference BooksMain reference: 1(England) Brian Lawson, Yang Xiaodong (Luge) Duanlian translation. How the designer think - decryption design, mechanical industry press, April 2009 2 Norman, Mei Qiong trans

32、lation. Design Psychology, CITIC Press, October 2003. 3 (Peterson, M.J.), Zhou Zhimin and Chen Shuhua translation. Humanization design full manual of kitchen and bathroom space, China Electric Power Press, January 2006. 4(US) Chian, (US) Vogel with, XinXiangyang, Pan Long translation. Creating Innov

33、ative Products - Innovation from Product Strategy to Project Finalization, Mechanical Industry Press, January 2004. 5(US) Karl T.Ulrich, (US) Steven D.Eppinger, Zhan Hanjing translation. Product design and development (third edition translation), Higher Education Press, July 2005.陶瓷產(chǎn)品設(shè)計(jì)專題(四)(衛(wèi)生陶瓷設(shè)計(jì))

34、實(shí)創(chuàng)教學(xué)大綱課程代碼課程名稱陶瓷產(chǎn)品設(shè)計(jì)專題(四）（衛(wèi)生陶瓷產(chǎn)品設(shè)計(jì)）英文名稱Ceramic product design（）（Sanitary ceramics design）課程類別專業(yè)領(lǐng)域課課程性質(zhì)必修學(xué)時(shí)總學(xué)時(shí)：80 上機(jī)學(xué)時(shí)：0實(shí)驗(yàn)學(xué)時(shí)：0 實(shí)踐學(xué)時(shí)：0 實(shí)創(chuàng)學(xué)時(shí)：60學(xué)分5開(kāi)課學(xué)期第5學(xué)期開(kāi)課單位設(shè)計(jì)學(xué)院適用專業(yè)產(chǎn)品設(shè)計(jì)授課語(yǔ)言中文授課先修課程設(shè)計(jì)基礎(chǔ)（二）、設(shè)計(jì)心理學(xué)、計(jì)算機(jī)輔助設(shè)計(jì)（二）畢業(yè)要求（專業(yè)培養(yǎng)能力）本課程對(duì)學(xué)生達(dá)到如下畢業(yè)要求有如下貢獻(xiàn)：1、2、3、4、8 1.設(shè)計(jì)知識(shí)：掌握扎實(shí)的基礎(chǔ)知識(shí)和專業(yè)技能，能夠?qū)λ囆g(shù)設(shè)計(jì)的專業(yè)實(shí)踐和理論有較為客觀的認(rèn)知。 2.問(wèn)題分析：這

35、是針對(duì)產(chǎn)品創(chuàng)新設(shè)計(jì)的切入點(diǎn)。通過(guò)轉(zhuǎn)換視角，體會(huì)和觀察日常生活中的一些問(wèn)題，并對(duì)問(wèn)題做客觀的歸納和描述。能夠運(yùn)用陶瓷設(shè)計(jì)專業(yè)知識(shí)，結(jié)合設(shè)計(jì)市場(chǎng)調(diào)研的結(jié)果，對(duì)生活中存在的問(wèn)題做系統(tǒng)分析，提煉問(wèn)題的“關(guān)鍵詞”或“概念”。 3.設(shè)計(jì)/開(kāi)發(fā)解決方案：能夠針對(duì)衛(wèi)生陶瓷設(shè)計(jì)所遇到的問(wèn)題提出解決方案，建立產(chǎn)品的設(shè)計(jì)模型。在滿足情感、美學(xué)、特性、質(zhì)量、核心技術(shù)、人機(jī)工程學(xué)等因素的前提下，在完善設(shè)計(jì)的環(huán)節(jié)中，體現(xiàn)設(shè)計(jì)的整體性。 4.研究：能夠基于陶瓷材料的可能性及設(shè)計(jì)理念對(duì)衛(wèi)生陶瓷產(chǎn)品設(shè)計(jì)進(jìn)行有效的問(wèn)題研究，包括材料實(shí)驗(yàn)、設(shè)計(jì)調(diào)查、設(shè)計(jì)與文化、設(shè)計(jì)與生活方式等因素，形成可批量生產(chǎn)的衛(wèi)生器具。8.職業(yè)規(guī)范：具有人文

36、社會(huì)科學(xué)素養(yǎng)、社會(huì)責(zé)任感，能夠在陶瓷產(chǎn)品設(shè)計(jì)與環(huán)境生態(tài)的意識(shí)中理解并遵守設(shè)計(jì)職業(yè)道德和規(guī)范，履行作為一名設(shè)計(jì)師的社會(huì)責(zé)任。課程培養(yǎng)學(xué)生的能力（教學(xué)目標(biāo)）完成課程后，學(xué)生將具備以下能力：（1）循序漸進(jìn)的設(shè)計(jì)理論體系和專業(yè)實(shí)踐能力，初步的衛(wèi)生陶瓷設(shè)計(jì)工藝知識(shí)、設(shè)計(jì)規(guī)范、概念和理論（陶瓷產(chǎn)品、環(huán)境、功能等）1、2、8。（2）進(jìn)行初步、系統(tǒng)的設(shè)計(jì)思維、計(jì)算機(jī)輔助工具的訓(xùn)練1、2、3。（3）設(shè)計(jì)評(píng)價(jià)：對(duì)衛(wèi)生陶瓷產(chǎn)品設(shè)計(jì)體系的認(rèn)知及基于功能上的價(jià)值的體現(xiàn)，對(duì)衛(wèi)生陶瓷產(chǎn)品的設(shè)計(jì)過(guò)程中的感性與理性認(rèn)識(shí)，最終形成產(chǎn)品設(shè)計(jì)的功能特征1、2、4。課程簡(jiǎn)介衛(wèi)生陶瓷產(chǎn)品設(shè)計(jì)課程是基于陶瓷材料與設(shè)計(jì)理念為主的產(chǎn)品設(shè)計(jì)課程

37、。它涵蓋了陶瓷設(shè)計(jì)專業(yè)知識(shí)與設(shè)計(jì)問(wèn)題、設(shè)計(jì)調(diào)查、設(shè)計(jì)與文化、設(shè)計(jì)與生活方式等方面的知識(shí),較為系統(tǒng)的體現(xiàn)出衛(wèi)生陶瓷產(chǎn)品的整體性設(shè)計(jì)。對(duì)衛(wèi)生陶瓷產(chǎn)品設(shè)計(jì)體系的認(rèn)知及基于功能上的價(jià)值的體現(xiàn)，形成對(duì)設(shè)計(jì)成果的評(píng)價(jià)。主要儀器設(shè)備與軟件數(shù)碼相機(jī)、迷你錄影機(jī)、錄音筆、繪圖工具、3DMAX，AUTOCAD，PHOTOSHOP，AI , SKETCHUP，RHINO，KEYSHOT實(shí)驗(yàn)報(bào)告上機(jī)學(xué)時(shí)：0 實(shí)驗(yàn)學(xué)時(shí)：0實(shí)踐學(xué)時(shí)：0實(shí)創(chuàng)學(xué)時(shí)：64學(xué)時(shí)考核方式本課程注重過(guò)程考核，成績(jī)比例為：平時(shí)作業(yè)和課堂表現(xiàn)：30%實(shí)驗(yàn)成果（設(shè)計(jì)最終成果）：70%教材、實(shí)驗(yàn)指導(dǎo)書(shū)及教學(xué)參考書(shū)目主要參考資料：1（英）布萊恩勞森著,楊小東

38、（魯格）段煉譯.設(shè)計(jì)師怎樣思考解密設(shè)計(jì),機(jī)械工業(yè)出版社, 2009年4月. 2 諾曼著,梅瓊譯.設(shè)計(jì)心理學(xué),中信出版社,2003年10月. 3（美）皮特森（Peterson，M.J.）著,周志敏、陳書(shū)華譯.廚衛(wèi)空間人性化設(shè)計(jì)完全手冊(cè),中國(guó)電力出版社,2006年1月.4（美）恰安、（美）沃格爾著，辛向陽(yáng)、潘龍譯.創(chuàng)造突破性產(chǎn)品-從產(chǎn)品策略到項(xiàng)目定案的創(chuàng)新，機(jī)械工業(yè)出版社，2004年1月.5（美）Karl T.Ulrich，（美）Steven D.Eppinger著，詹涵菁譯.產(chǎn)品設(shè)計(jì)與開(kāi)發(fā)（第三版翻譯版）, 高等教育出版社，2005年7月.陶瓷產(chǎn)品設(shè)計(jì)專題（四）（衛(wèi)生陶瓷設(shè)計(jì)）實(shí)創(chuàng)教學(xué)內(nèi)容與學(xué)時(shí)

39、分配實(shí)創(chuàng)項(xiàng)目編號(hào)實(shí)創(chuàng)項(xiàng)目名稱實(shí)驗(yàn)學(xué)時(shí)實(shí)創(chuàng)內(nèi)容提要實(shí)創(chuàng)類型實(shí)創(chuàng)要求每組人數(shù)主要儀器設(shè)備與軟件1陶瓷材料與器具、水、行為關(guān)系認(rèn)知 16（1）講授衛(wèi)生陶瓷的基本概念，了解衛(wèi)生陶瓷的類型與水的流動(dòng)關(guān)系。（2）觀察、分析和發(fā)現(xiàn)生活中使用衛(wèi)生陶瓷的問(wèn)題意識(shí)。（3）初步了解中西方沐浴文化。（4）初步了解如何從概念上描述衛(wèi)生器具的定義。教學(xué)要求：循序漸進(jìn)地掌握設(shè)計(jì)認(rèn)知和專業(yè)知識(shí)，建構(gòu)衛(wèi)生陶瓷的設(shè)計(jì)認(rèn)知體系（功能、虹吸原理、安全等）。驗(yàn)證性選做3衛(wèi)生設(shè)備2衛(wèi)生陶瓷產(chǎn)品設(shè)計(jì)過(guò)程44（1）通過(guò)設(shè)計(jì)調(diào)查，初步了解用戶需求企業(yè)生產(chǎn)制造的可行性；通過(guò)市場(chǎng)調(diào)查，了解已有產(chǎn)品，從功能、審美、價(jià)格等方面進(jìn)行比較研究。（2）根據(jù)

40、用戶需求，進(jìn)行問(wèn)題分析，總結(jié)出問(wèn)題定義（或概念）。（3）針對(duì)所述的概念，進(jìn)行概念設(shè)計(jì)，并尋找設(shè)計(jì)原理。（4）針對(duì)衛(wèi)生陶瓷產(chǎn)品的特性，尋找或設(shè)計(jì)合理的技術(shù)。（5）在初步模型或圖紙的基礎(chǔ)上，完善設(shè)計(jì)，形成詳細(xì)設(shè)計(jì)。運(yùn)用設(shè)計(jì)知識(shí)和手法，結(jié)合材料學(xué)、人機(jī)工程學(xué)、行為學(xué)等知識(shí)，建構(gòu)衛(wèi)生陶瓷產(chǎn)品在生活方式、審美、安全性、可用性等方面的整體設(shè)計(jì)。探索性、綜合性、設(shè)計(jì)性必做33DMAX、RHINOCEROS、PHOTOSHOP、“Ceramic product design（）（Sanitary ceramics design）”SyllabusCourse CodeCourse TitleCeramic p

41、roduct design（）（Sanitary ceramics design）Course CategorySpecialty-related CourseCourse NatureCompulsory CourseClass HoursTotal Class Hour:80; online Class Hour：0 experiment Class Hour：0 Practice Class Hour：0 practical creation Course：60Credits5Semester5th SemisterInstituteInstitute of DesignMajor Or

42、ientedProduct DesignTeaching LanguageChinesePrerequisitesDesign Basics（）， Design Psychology， Computer aided design(II)Student Outcomes (Special Training Ability)This course has the following contributions to students who meet the following graduation requirements: 1,2,3,4,81. Design knowledge: they

43、can master the basic knowledge and professional skills, and have a more objective understanding to professional practice and theory of the Art Design.2. Analysis of the problem: this is the entry point for product innovation design. Through shift of perspective, experience and observe some problems

44、in daily life, they can have objective induction and description of the problems. They can combine the ceramic design professional knowledge with the results of the design market research, then they have a systematic analysis of the problems in life and refine key words or concept of the problems.3.

45、 Design / development solution: they can put forward corresponding solutions to the problems encountered in the design of sanitary ceramics, the establishment of product design model. On the premise of meeting objectives of the emotional, aesthetic, characteristics, quality, core technology, ergonom

46、ic and other factors, they can reflect the integrity of the design in improving the design。4. Research: they can have effective research of problems to sanitary ceramics products design based on the possibility and design concept of ceramic materials，including material experiments, design surveys, d

47、esign and culture, design and lifestyle and other factors, and form sanitary ware that can be mass produced。8. Occupational norms: they have a humanities sciences and social science accomplishment and social responsibility, and can understand and comply with the professional ethics and norms of desi

48、gn in the sense of ceramic product design and environmental ecology, fulfilling social responsibility as a designer。Teaching ObjectivesAfter having completing the course, students will have the following abilities:(1) step-by-step design theory system and professional practice ability, preliminary s

49、anitary ceramics design process knowledge, design specifications, concepts and theories (ceramic products, environment, function, etc.) 1,2,8.(2) carry out preliminary, systematic design thinking and computer aids training 1,2,3.(3) design evaluation: have an understanding of sanitary ceramics produ

50、ct design and functional values，also have perceptual and rational understanding of the sanitary ceramics products design in the process of design, and ultimately form functional characteristics of product design 1,2, 4.Course DescriptionCeramic product design(four) is a product design course based o

51、n ceramic materials and design concepts. It covers knowledge of the ceramic design expertise and design issues, design surveys, design and culture, design and lifestyle and is a more systematic reflection of the overall design of sanitary ceramics products. Its the recognition of the sanitary cerami

52、cs product design system and the embodiment of the functional value, and form the evaluation of the design results.Main equipment and softwareDigital camera, mini video recorder, recording pen, drawing tools, 3DMAX, AUTOCAD, PHOTOSHOP, AI, SKETCHUP, RHINO, KEYSHOTExperimental TeachingOnline class ho

53、urs: 0, Experiment class hour:0, practice class hour:0，practical creation class hours：64Examination MethodThis course focuses on process assessment, the score ratio:Normal homework and classroom performance: 30%Experimental results (design final result): 70%Teaching Materials and Reference BooksMain

54、 reference: 1(England) Brian Lawson, Yang Xiaodong (Luge) Duanlian translation. How the designer think - decryption design, mechanical industry press, April 2009. 2 Norman, Mei Qiong translation. Design Psychology, CITIC Press, October 2003. 3 (Peterson, M.J.), Zhou Zhimin and Chen Shuhua translatio

55、n. Humanization design full manual of kitchen and bathroom space, China Electric Power Press, January 2006. 4 (US) Chian, (US) Vogel with, XinXiangyang, Pan Long translation. Creating Innovative Products - Innovation from Product Strategy to Project Finalization, Mechanical Industry Press, January 2004. 5(US) Karl T.Ulrich, (US) Steven D.Eppinger, Zhan Hanjing translation. Product design and development (third edition translation), Higher Education Press, July 2005.“Ceramic product design（）（Sanitary ceramics design）”Experim