設計史在設計教育中是屬於一門??基礎課程，主要是在啟發學生對?同?代的設計風格、設計師??、設計文化有具體的?解，而另外?重要的是，對一些具有影嚮?的設計師或建築師的設計??有相當的認?，藉此以加強學生對設計哲?與史學背景的?解。設計史乃是一門啟發的課程，在設計史課程教學上，並?能只是對?史事件或設計作品作描述，除此之外，應再加以分析其內容所代表的另一層涵義，再將之解意(interpretation)為設計價值的思考。本文主要在探討設計史課程應該以「設計思考」為主要的教學標竿，系統化的建??史風格、設計新??與社會文化的教學導引，本研究方向以設計的?性思考作為引導史學課程的發展架構基礎，並重新定義出「設計史」課程的精神與目標，進而達到設計史教學的引導性、適用性與重點性的教學目標。 ‘Design History’ is a theoretical course within the design education. Such a course enlightens students an integral understanding about the different periods of design styles, designers’ ideas and design culture. It is important to comprehend influential designers’ and architects’ ideas so that it can improve students’ realization about the fundamental of design philosophy and design history. The Design History course does not just simply address historical events or introduce design works. In addition, the course should be stressed on analyzing its attributes, interpreting them as a thought of design value. This paper discusses design history course, which should aim the core purpose of “design thinking”, systematically establish the teaching guidance of “history style”, “new design theory” and “social culture”. This study focuses on using the rational thinking of design as a fundamental framework to conduct the development of design history course. Therefore, this study is to redefine the spirit and purpose of the design history course in order to achieve the course aims of guidance, appropriateness and emphasis.
