| During the second half of the twentieth century, people’s life has experienced great changes and their thoughts have been continually influenced by various cultures with the ever increasing pace of globalization and highly developed science and technology. People become rather busy in the highly-densed social life. TV, cell phones, computers and the Internet visual images have wiped out all the gaps between humans. People experience great changes in both lifestyle and temporal-spatial concept. The notion of cognitive learning has also been completely overthrown. Nowadays, visual images have already taken the place of reading and writing and become the most important medium in information transmission. Word-centralism has also been continually deconstructed in postmodernist period. As is described in psychology, people don’t necessarily "see" the objective reality, but improve their cognitive level and promote the establishment of visual knowledge system in the process of repetitive interpretation. What’s more, visual knowledge has also become one of the main presentations in the current society. In the visual culture atmosphere, traditional design education has also been continually deconstructed and many problems arise correspondingly. Contemporary design education is the design education in postmodern context, therefore, traditional education and teaching pattern cannot meet the psychological needs of the students. After the adjustment of the directory of undergraduate, relatively single cultivation of skill-training pattern should not be conducted and the homogenization and utilitarianization of design education should be avoided. Considering the correlation between everyday objects and design education, students should be helped to construct their own visual knowledge system and learn to contemplate and interpret various visual images in their daily life. In design education, it is the main task for us educators to combine visual knowledge with specialized courses and summarize the educational and teaching means suitable for the students. This paper mainly discusses the visual knowledge-guided visualization design education and aims to study the feasibility of transforming visual knowledge system into the application of teaching patterns and methods. This paper consists of three parts. This part discusses the establishment of visual knowledge concept. The second part analyzes the application of visual knowledge and the third part interprets the teaching methods of visual knowledge and visualization design education in detail. |
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