北京世青国际学校设计课堂的新挑战
“设计可以是创新的，美丽的，有趣的，无聊的，以及前沿的……但其实本质上，设计是一个循环过程。它需要在一个循环系统中不停探索为复杂的问题找到解决方案。通过探究问题（Define），提出方案 (Discover)，制作方案 (Develop)，评估方案 (Deliver) 这四点循环，持续对设计进行优化。”
——符茗老师
“Design can be innovative, beautiful, interesting, boring, cutting edge, and more, but at its heart, design is a cycle. Constantly exploring, finding solutions to complex problems, and following the pattern of defining problems, discovering ideas, developing prototypes and delivering a product, this four-point cycle keeps the design process flowing.”
——Celia Fu
Picture from：British Design Council
近期，世青七年级学生在设计课上迎来了一项新的挑战——把一篇中学语文课文，转换成一本适合低龄儿童阅读的绘本。学生通过设计课上所学的理念与技巧，亲手制作了一本立体书，用图文并茂、趣味十足的3D绘本向低年级的小学生转述中学语文课本里的经典故事。
Recently, our Grade 7 design students took on a special challenge – converting stories from middle school Chinese text books into an accessible form for younger children. With concepts and skills learnt in their design class, they made pop-up books, and recently went to our lower primary school to share their 3D stories with our younger students.
这项挑战不仅是对设计课知识的全面应用，也锻炼了孩子们的创新与动手能力。七年级学生在制作立体书和为学弟、学妹们讲故事的过程中，学会了如何去了解其他群体的兴趣和需求。在教室里，设计课老师将面向未来的三种知识——即头脑的知识、实践的知识和心灵的知识巧妙结合，鼓励学生在创造中点燃学习的热情，在行动中建立自信。让我们通过下面的短片，听一听符茗老师对这项设计挑战的介绍与分享。
This challenge was not an academic study of design theory, but fully exercised students’ innovative and creative abilities. Students learned how to engage with the interests and needs of another group in the process of making their books and sharing their stories, and developed both their head-knowledge, handcraft-skills, and heart-interest and passion for quality design. Let’s listen together to BWYA design teacher Celia Fu’s introduction to this unit in the short video below.
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