유니버설디자인 교육에서 트리즈를 활용한 제품디자인 수업 개발 연구 : 디자인 전문계 고등학교를 중심으로

Abstract

Most technical design high schools now a days implement the functional cramming method of teaching, such as theories, programs, and drawings. The youth period, which is a platform that forms thinking and values, requires fundamental designer education based on formation of affective values and creativity, rather than skill acquisition. The research, therefore, aims to realize care and equality –the affective value that forms the values of human dignity on the theme of Universal Design, handled by general design education; also to internalize meaning through user perspective experience through application of the concept of Universal Design to product design teaching; whereby design class plans to deduce a variety of creative idea thinking methods through a systematic process using 'TRIZ', a theory of creative problem solving in the design process. The paper conducted the following research to accomplish the goal: First, the study is intended to form values for ‘sense of community’, ‘equality and respect for humans’as members of society and 'caring' that considers a third-party perspective through 'Universal Design' concept classes that can be utilized by members of society. Second, the paper designed an idea thinking model suitable for the universal product design class in conjunction with an idea thinking process and TRIZ in order to apply the TRIZ theory to a product design class, and suggested a teaching process via the process of a model. Third, we discovered problems in various user perspectives through the experience of existing products that we can see from everyday life, and applied 'TRIZ', a theory of creative problem solving for idea thinking of Universal Design. Fourth, we utilized the ‘40 types of invention principles' of the TRIZ problem solving principles in the stage of idea thinking and by applying 14 types of principles selected among the 40 types through frequency analysis based on ‘100 Universal Designs’, we were able to design creative thinking training that enables multi-perspective problem solving free of solving fragmentary thinking. Fifth, the study designed and divided a teaching plan into four sessions for 11th graders of the design department of a technical high school.

With the combination of the theory of scientific-problem solving and design process, we formulated a new-product design program that deviates from existing methods; by suggesting a teaching proposal for deducing spontaneous and various ideas through a systematic thinking program, rather than vague imagination, we believe the program could improve students' range of thinking skills and diversify their viewpoints. If the teaching program developed through the research is applied to actual teaching, we believe it could provide an opportunity, which improves teaching both professionally and qualitatively for students majoring in design.