Design psychology is a newly established discipline in recent years. The teaching contents and methods of most colleges and universities are still in the stage of exploration and research, and domestic scholars have no authoritative general textbooks on their contents and research scope. The following is what I recommend to you, I hope you like it!

The first chapter is "Preliminary Exploration on Teaching Reform of Undergraduate Design Psychology"

Abstract: Design psychology is a new subject in recent years. The teaching contents and methods of most colleges and universities are still in the stage of exploration and research, and domestic scholars have no authoritative general textbooks on their contents and research scope. So what exactly is design psychology? What does design psychology study? There is no conclusion yet, but I don't think this is a problem. It is precisely because the prosperity of design psychology comes from "needs": on the one hand, it is the need of design scholars to improve the rationality and scientificity of subject theory construction. On the other hand, it comes from the need of designer's theory to guide practice. According to my own teaching practice and experience, the author makes some preliminary discussions on the teaching reform of design psychology from several aspects.

Keywords: undergraduate design psychology teaching

First, undergraduate design psychology teaching materials and teaching status

Design psychology is a newly emerging discipline in recent years, which is widely concerned and controversial in China. Most undergraduate colleges have only started offering this course in recent years, and even some undergraduate colleges have not offered related courses so far. Then, for the course teaching of design psychology, everyone is making progress by groping, and there is no relevant general teaching material at present. All scholars in the field of design psychology start from their own knowledge background and practical experience, build a discipline system and refine discipline theory and knowledge.

Since 200 1 Professor Li Binbin of Jiangnan University published the first textbook "Design Psychology" guided by consumer psychology in China, domestic scholars have gradually warmed up their research on it. 6- 10 Relevant textbooks have been published in China. Among them, the design psychology textbooks with engineering industrial design background mainly include: Li Leshan's Industrial Design Psychology, Liu Sha's Design Psychology, and the 12th Five-Year Textbook: Design Psychology published on 20 12, edited by Zhang Kai and Zhou Ying. The textbook guided by cognitive psychology is design psychology published by Northwest University Press, and the authors are Shao Lu and jiang bo. Psychology of Design Art, edited by Xu, the textbook of the 11th Five-Year Plan; And design psychology, a general textbook for design majors edited by Yang and Song Yanju. In a short period of time, many domestic scholars have compiled the same textbook, which fully reflects the concern of China scholars and designers about psychological phenomena in design, and also shows that psychological research plays an extremely important guiding role in the establishment of design discipline and the development of design practice.

Due to the diversity of teaching materials and the uncertainty of research content, design psychology, as a branch of applied psychology, is facing a more ambiguous and inconclusive situation in the classroom. Even the design art itself, as a new interdisciplinary subject, further strengthens the disciplinary attribute that the system and theory of design psychology are not unified.

Therefore, the relatively accurate teaching orientation of design psychology, especially the teaching content and teaching methods, is the direction that the development of design psychology in colleges and universities must face. Because there are few related textbooks in China at present, some published textbooks are either too targeted or obscure, which makes it difficult to carry out teaching. According to the characteristics and present situation of art design major in our school, after careful consideration, I chose the 11th Five-Year Plan textbook "Psychology of Design Art" edited by Xu as the main teaching content, and at the same time reasonably introduced the contents of other teaching materials and some latest research results at home and abroad, on this basis, I formed my own unique teaching scheme that adapted to the professional characteristics of our school.

Second, the curriculum orientation of design psychology teaching

Design psychology teaching is a theoretical course teaching system for design majors such as visual communication design, digital media design, industrial design, environmental design and fashion design to meet the needs of modern art design. It is an in-depth study and training of designers. Undoubtedly, this research is abstract and profound, but it is of positive and important significance to the development of designers. Design colleges and enterprises urgently need such a theory.

I think design psychology should be defined as a tool discipline of design discipline, which uses the tested and relatively stable principles in psychology to interpret the phenomena in design, helps designers to better understand the psychological phenomena and behaviors of their design target groups, plays a role in improving and assisting design, and at the same time enhances the understanding and understanding of designers' own thinking process and creative ability, and improves design ability. The purpose of students studying this course is to obtain the necessary foundation and reference, without having to devote their energy to the research of psychology itself.

Thirdly, reform the teaching idea of design psychology.

The most important thing for universities is to teach students some basic theories and methods to analyze problems, and more importantly, to cultivate students' ability to apply what they have learned to solve practical problems. According to my curriculum orientation, I use the tested and relatively stable principles in psychology to interpret the phenomena in design, so as to obtain the necessary basis and reference for students in design, rather than sticking to the psychological theory itself. I propose the following teaching ideas:

1. Reasonable tailoring of teaching content of design psychology

Combined with the actual situation and characteristics of our school, the research status of scholars at home and abroad and the summary of my actual teaching experience, I define the teaching content as the general nature of the textbook rather than academic research, and re-summarize and integrate the knowledge points of the textbook: Chapter 1: Overview of design psychology. This paper mainly talks about the concept of design psychology, schools of psychology related to design psychology and the development trend of modern design psychology research. Chapter 2: Explain the basic knowledge of general psychology. Such as feeling, intuition, thinking, association, emotion, emotion, personality characteristics and so on. ; The third chapter: mainly expounds the psychological law of design art and visual perception based on gestalt psychology; Chapter four: Explain the "information processing psychology" based on cognitive psychology; Chapter five: "consumer psychology" with humanism as the core; Chapter VI: Expounds the designer's psychology and design thinking. This is different from the original reference textbook.

2. Case teaching method is often used in teaching methods, emphasizing classicality and practicality.

First of all, the principle of design psychology is directly taught by "takenism". Let students directly grasp the essence of the theory involved, without having to engage in tedious theoretical exploration and demonstration. In order to let students understand the theory more deeply and explain the design phenomenon, some interesting psychological experiments can be added. For example, when explaining the phenomenon of design psychology-the comprehensive effect design of color psychology, why should we design some disturbing colors in front of fast food restaurants and cinemas, while designing quiet colors such as blue or cool colors in reading rooms and laboratories? It can be proved by the psychological experiment results of psychologists: let some people stay in cold rooms with blue colors on all sides, while others stay in warm rooms with red and orange colors for four years, and let them stay in them for one hour according to their own experience. At the end of the experiment, the people in the blue room stayed for an hour and twenty minutes, and the people in the red room stayed for less than forty minutes.

Secondly, the application of design psychology adopts classic case analysis to improve students' ability to analyze and solve problems. The purpose of studying design psychology is to use the tested and relatively stable principles in psychology to interpret the phenomena in design, and to obtain the necessary basis and reference for students to guide practice in design. Through case analysis, teachers intuitively show the design theory, designers, consumers and design works to students, and ask questions and explain them appropriately at the same time to get the best results. Let students realize that design psychology, as an applied tool discipline, plays an indispensable role in design. Therefore, classroom case analysis can not only improve students' learning enthusiasm and initiative, but also improve students' ability to analyze and solve problems. This is a good teaching method.

Third, teach practical knowledge of design psychology through demonstration exercises. The "prosperity" of design psychology stems from the guiding role of theory in practice. Through theoretical study and theoretical analysis of design phenomena, teaching and practice are combined. The purpose is to speed up the process of students' transformation from knowledge to ability through case analysis and market research, so as to solve the problem of "knowing is easier than doing" in the study of design psychology, induce students to devote themselves to practice and cultivate their design ability. Finally, through market research and homework, students can deeply understand the relevant knowledge of design psychology in design and life, guide design practice and reach the sublimation of theory.

Teaching is a creative activity. As the saying goes, "there are laws in teaching, but there is no fixed law." Every teacher should teach creatively and form his own teaching style, so as to improve the teaching quality. In addition to the above methods, the improvement of the teaching effect of design psychology should also be studied from the teaching practice according to the particularity and specific teaching content of the basic courses of this major.

3. Plus the psychological application research of digital design in the network age.

With the development of computer and information technology, all disciplines need to participate in computer design. At present, digital media, virtual design and other related majors, as new important directions and branches in art design, have realized paperless full computer operation. Therefore, we should keep up with the pace of the times and increase the phenomenon interpretation and application research of design psychology in the digital age according to the needs of theoretical construction and discipline construction in the digital design age. The theoretical basis is as follows: the visual perception law of gestalt psychology, especially the influence of color psychology on design; Practical research on emotion and emotion in the network age: research the application of consumer psychology in e-commerce, as well as interface and interaction design psychology, user design psychology and so on. My previous paper "Emotional Interaction in Web Design" also simply designed the research of emotional interaction in design psychology.

Summary:

As an interdisciplinary subject, design psychology starts with the perception of design phenomenon and the principle of design anti-phenomenon, and makes necessary supplements to design practice and principle. In addition, design psychology, together with design practice teaching, constructs a design course teaching system that meets the needs of modern art design teaching. We believe that design psychology will play an increasingly important role.

References:

[1] Liu Sha. Design psychology. Shanghai People's Fine Arts Publishing House. 2009

[2] Xu. Psychology of Design Art. Central South University Press.20 20 10/0

[3] Li Binbin. Design psychology. China Light Industry Press. 2006

[4] Li Yanzu. Design size. Chongqing University Press. 2007.

[5] Donald? Answer? Norman. Design psychology. Translated by Mei Qiong. CITIC Publishing House, 2003.

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