Constructing Operational Methods for the Continuous Development of Design Concepts

Abstract

The main focus of this article is to understand the process of how students develop design concepts. By analyzing the process of developing design concepts, and through the results of questionnaires and statistical analysis, key factors are identified to provide teachers with ways to assist students in developing sustainable design concepts in the future. The specific results are as follows. (1) Logical thinking and language expression are necessary factors to achieve excellent design concepts. To achieve this goal, sufficient case analysis, a well-equipped studio space and adequate teaching hours are indispensable. (2) General university students prefer to use models to interpret concepts, while technology university students prefer to use images. (3) In teaching, materials courses and construction courses must be moderately integrated with design courses so that teachers can provide students with more assistance in design teaching. (4) When students verbally explain their design concepts, it can easily lead to misunderstandings by the teacher. (5) About the SDGs, this suggests that there is still room for improvement in promoting them, and it is something that should be taken into account in teaching. Therefore, it is necessary to discuss real design work to gradually improve students’ design skills.