工业设计专业英语第三版第十课翻译

On The Case Study Method Of Research And Teaching In Design设计的研究和教学方法案例学习 Case studies have a rich history for exploring the space between the world of theory and the experience of practice. It is one thing to have an idea and another thing to make that idea concrete and real. Designers, by the nature of what they do, must become skilled at moving between those two places. But recognizing and understanding the transition from the one place to the other, and back again, is difficult. Case studies are a useful tool for research and teaching that focus on the transition between theory and practice. The format has been widely used in other disciplines, and it can be used effectively in design.Word：Concrete adj. 混凝土的；实在的，具体的；有形的vi. 凝结vt. 使凝固；用混凝土修筑n. 具体物；凝结物format n. 格式；版式；开本vt. 使格式化；规定的格式vi. 设计版式disciplinen. 学科；纪律；训练；惩罚vt. 训练，训导；惩戒Translation:案例研究在探索世界之间的空间理论和实践的经验有着丰富的历史。有一个想法是一回事和按照想法做出具体和真实的事情是另一回事。设计师,他们所做的事情的本质就是有技巧的调和这俩者。但是从一个地方到另一个过渡的认识和理解,再反过来 ,是很困难的。案例研究对研究和教学是一个有用的工具,注重理论与实践之间的过渡。这种模式已广泛应用于其他学科,并且它可有效地在设计使用。Law schools first showed the way for the case study approach, beginning in 1870. Before that, law was taught by the Dwight Method德怀特法(Dwight Method):混合了讲演、背诵、及演练几个核心理论及原则, which emphasized memorization and recall, and left much of the practical learning to apprenticeships. Christopher Langdell Christopher Columbus Langdell (May 22, 1826 July 6, 1906) was an American jurist and legal academic who was Dean of Harvard Law School from 1870 to 1895.changed that way of teaching when he arrived at Harvard Law School. He believed that, at its root, the art of practicing law involved understanding core principles and being able to apply those principles in different situations. Of course, the legal profession was fortunate in this respect, because there already existed an infrastructure by which cases were written to explain and interpret the principles used to reach legal judgment. When Langdell started teaching, he had his students read the original sources, which were the cases, and develop their own conclusions, guided by conversation and discussion in the classroom. The dialectic of discussion, rather than simply memorizing the grammar of the law, enabled the student to better understand legal principles and their possible application indifferent situations. Langdell set in motion a teaching approach that initially was met with resistance but, by 1920, became the dominant teaching mode in law schools and continues to this day.Word:apprenticeshipn. 学徒期；学徒身分fortunateadj. 幸运的；侥幸的；吉祥的；带来幸运的infrastructuren. 基础设施；公共建设；下部构造interpretvt. 说明；口译vi. 解释；翻译resistancen. 阻力；电阻；抵抗；反抗；抵抗力dominantadj. 显性的；占优势的；支配的，统治的n. 显性Translation:从1870年开始,法学院第一个展示了案例研究的方法。在这之前,法律通过德怀特方法教育,它强调学生记忆和回忆,而且离开实际学习。Christopher Langdell来到哈佛大学法学院改变了教学方式。他认为,在它的本质,参与法律实践的艺术理解核心原则,能够在不同的情况下应用这些原则。当然,在这方面法律职业是幸运,因为已经存在有基础设施的情况下写来解释和解释原则用于达到法律判决。Langdell教学的时候,他的学生阅读原始的来源,这是情况下,而且通过在教室里对话和讨论，发展自己的结论。辩证的讨论,而不是简单的语法记忆法,使学生更好地理解法律原则及其可能的应用情况漠不关心。Langdell启动一种教学方法,最初遇到阻力,但到1920年,成为占主导地位的教学模式在法律学校,一直持续到今天。Around 1920, the Harvard Business School 哈佛商学院began exploring the possibility of using the case study approach in their graduate program. They, too, realized the need to prepare students for the job of making and implementing decisions in a murky world. The biggest hurdle was the lack of existing case studies, so Wallace P. DonhamWallace Brett Donham (1877 1954) was the second dean of the Harvard Business School from 1919-1942.1 The use of case studies in HBS education was greatly expanded during Donhams time as dean., the dean of the Harvard Business School.created a group known as the Bureau of Business Research, ,which developed and wrote case studies from 1920 to 1925. These cases served as a starting place. and the writing of additional case studies became an integral part of a law professors duties.Word:implementingn. 实施，执行；实现v. 贯彻，执行（implement的现在分词）integraladj. 积分的；完整的，整体的；必须的n. 积分；部分；完整Translation:大约在1920年,哈佛商学院开始探索使用案例研究方法的可能性在研究生的课程中。他们也意识到需要学生在一个未知的世界准备和实施决策的工作。最大的障碍是缺乏现有的案例研究,所以华莱士p . Donham,哈佛商学院(Harvard Business School)院长。创建一组称为商业研究、开发和案例研究从1920年到1920年。这种情况下作为一个开始的地方。额外的案例研究的写作成为一个法学教授的职责的一部分。The case study method continued to make inroads into new professions when the Harvard Medical School 哈佛医学院adopted it in the mid-1980s. Professors there realized that the art of practicing medicine lay in the connection of scientific and medical principles with the unique social contexts in which doctors found themselves making decisions. Since the need to constantly be learning new techniques and approaches is more prevalent in the medical profession than in the law or business professions, the case study method evolved from being a practical example of principle in context to a catalyst for learning previously unknown principles When what one already knew did not answer the question, one sought out other ideas that could. This was dialectic in a productive form, moving from the known to the unknown. seeking new ideas and methods.Word:contextn. 环境；上下文；来龙去脉constantlyadv. 不断地；时常地prevalentadj. 流行的；普遍的，广传的catalystn. 物化 催化剂；刺激因素dialecticn. 辩证法；逻辑论证adj. 辩证的；辩证法的；方言的Translation:案例研究方法继续打入新的职业，哈佛医学院在1980年代中期采用它。教授意识到行医的艺术在于连接科学和医学的原则与独特的社会环境中,医生发现自己做决定。由于需要不断地学习新技术和方法在医学界比法律或商业职业更为普遍,案例研究方法原则演变是从一个实际的例子在上下文中学习未知的催化剂的原则，当人们已经知道没有回答这个问题,一个可能寻找其他的想法。这是辩证的生产形式,从已知到未知的事物，寻求新的思路和方法。In each instance of case study adoption, there was an understanding that problem-solving lay at the core of the professional experience. Scholarship could teach the underlying foundation of knowledge that informed the topic, but could not always make clear the process of analysis. Case studies are not a perfect solution to the problem. They cannot tell what decisions should be made. but they can connect the student to social phenomena, real life experience, and existential situations in a way that helps to sharpen thinking and inform decision-making.Word:instancen. 实例；情况；建议vt. 举.为例underlyingadj. 潜在的；根本的；在下面的；优先的v. 放在的下面；为的基础；优先于（underlie的ing形式）existentialadj. 存在主义的；有关存在的；存在判断的Translation:采用案例研究的每个实例中,有一个理解解决问题的核心专业经验。学识可以传授这个话题的根本基础知识,但过程分析可能并不总是明确的。案例研究并不是一个完美的解决问题的办法。他们不知道应该做出什么决策。但是他们可以连接学生社会现象,现实生活经验存在的情况下,有助于提高思维和通知决策。Much of the groundwork for the use of case studies in design was laid in the last decade. For example, the continuum of design theory and design studies has developed a view of designers as problem-solvers who employ diverse methods and techniques. In turn, design research has evolved into a formal component of the design process. However, designers have not yet made the leap to writing and using case studies as an important part of design education and research development.Word:groundworkn. 基础；地基，根基employvt. 使用，采用；雇用；使忙于，使从事于n. 使用；雇用diverseadj. 不同的；多种多样的；变化多的evolvedn. 进化了的v. 使逐步形成（evolve的过去分词）leapvi. 跳，跳跃n. 飞跃；跳跃vt. 跳跃，跳过；使跃过n. (Leap)人名；(法)莱亚Translation:在过去的十年大部分案例研究设计的使用。例如,可循环设计理论和设计研究启发了设计师解决问题采用不同的方法和技术的观点。反过来,设计研究已经发展成为设计过程的一个正式组件。然而,设计师还没有飞跃写作和使用案例研究设计教育和研究开发的重要组成部分。There may be several reasons for this. First, unlike law, business, and medicine, the principles underlying the design process are not well documented, articulated, or agreed upon. The pluralism of the field is a significant reality. While most design processes follow a similar pattern, they are subject to many variations in practice, based on personal idiosyncrasies as well as differences of circumstance and product type. Indeed, design processes sometimes arc thought of more as corporate or organizational intelligence than public knowledge. As a result, a method of creating and developing a product often is regarded as privileged, proprietary information that cannot be shared with the public. This secrecy does not lend itself to in-depth examination by outsiders. Consequently, there is not a repository of cases from which to draw. Companies, themselves, sometimes attempt to conduct case studies of their work, but the results usually lack the objective rigor necessary.Word:pluralismn. 多元主义；多元论；兼任patternn. 模式；图案；样品vt. 模仿；以图案装饰vi. 形成图案privilegedadj. 享有特权的；有特别恩典的v. 给予特权；免除（privilege的过去分词）proprietaryn. 所有权；所有人adj. 所有的；专利的；私人拥有的Translation:可能有几个原因。首先,法律、商业、医学、背后的原则设计过程没有很好的记载、铰接或约定。田野的多元化是一个重要的现实。虽然大多数设计过程遵循类似的模式,他们在实践中有许多变化,基于个人特质以及差异情况和产品类型。事实上,设计过程有时会认为比公共知识更多的是企业或组织的情报。因此,创建和开发产品的方法经常被视为专有信息,不能与公众共享的特权。这个秘密不被外界深入检查。因此,没有一个存储库的情况下公司自己有时试图进行案例研究的工作,但是结果通常缺乏必要的客观严谨。In fact, the tendency in design to publish what amount to marketing pieces in design magazines - self-promotional articles on the work of a designer - has clouded the value of case studies as a tool of research and teaching. Without following the discipline or rigor of well-conceived case study methods, the numerous descriptive articles that merely report on a design course, or a new product or a new technique, pass for case studies but seldom are more than anecdotes when viewed from the perspective of research.Word:tendencyn. 倾向，趋势；癖好rigorn. 严厉；精确；苛刻；僵硬numerousadj. 许多的，很多的perspectiven. 观点；远景；透视图adj. 透视的Translation:事实上,营销的设计趋势在设计杂志发布多少件自我宣传文章一个设计师的工作的案例研究的价值,研究和教学的工具,不遵循纪律或严格周密的案例研究方法的大量的描述性文章, 通过案例研究,只是报告设计课程,或一个新产品或新技术,但很少从研究的角度超过轶事。A second reason for the relative dearth of case studies in design involves the practice of design as an art. Well-designed products often are attributed to the genius of an individual or the innovation of a moment; and designers may be reluctant to believe that there are universal ideas to be extracted from these stories.Word:involvevt. 包含；牵涉；使陷于；潜心于geniusn. 天才，天赋；精神individualadj. 个人的；个别的；独特的n. 个人，个体innovationn. 创新，革新；新方法extractvt. 提取；取出；摘录；榨取n. 汁；摘录；榨出物；选粹reluctantadj. 不情愿的；勉强的；顽抗的Translation:案例研究相对缺乏设计涉及的实践设计作为一种艺术的第二个原因。精心设计的产品往往归因于个人或创新的天才,而且设计师可能不愿相信从这些故事中提取的普遍的想法。A third reason may involve the form of the case study itself. Among existing design case studies, most arc written in the form of business case studies. While this is reasonable, given the position of design within business and industry, it may shift attention away from some of the core elements of design practice that are typically de-emphasized in a business case study of design. The influence of business considerations on design thinking is certainly important, but research in design requires a better understanding of other issues as well. The nature of a design case study deserves close attention if it is to serve the various needs of research and education.Word:elementn. 元素；要素；原理；成分；自然环境issuesn. 议题，问题；债券（issue的复数）；争点v. 发行（issue的第三人称单数）；分发；流出deserves应受、应得Translation:第三个原因可能包括案例研究的形式本身。在现有设计案例研究,大多数以商业案例研究的形式写的。虽然这是合理的,因为在商业和工业设计的位置,它可能将注意力从一些设计实践的核心元素,通常的重要性在业务设计的案例研究。商业考量设计思维的影响无疑是重要的,但研究设计需要一个更好的理解其他问题。案例研究设计的本质应该密切关注它是否服务于各种研究和教育的需求。As a research method, the case study is a recognized tool of the social scientist in gathering qualitative information. There are several types of case studies described and documented in the literature of the social sciences and elsewhere. For example, there are types such as exploratory, critical instance, program effects, and narrative case studies. In a sense, case studies are exploratory and descriptive by nature, identifying a phenomenon and placing it in the literature for further pursuit by other methods of research. But the limitations of case studies also are well discussed, making it important to follow the formal rigor of case study structure such as described by Robert Yin in Case Study Research: Design and Methods. Word:tooln. 工具，用具；器械，机床；手段vi. 使用工具；用机床装备工厂vt. 用工具给加工literaturen. 文学；文献；文艺；著作exploratoryadj. 勘探的；探究的；考察的pursuitn. 追赶，追求；职业，工作Translation:研究方法,案例研究是公认的社会科学家收集定性信息的工具。有几种类型的案例描述和记录文学的社会科学和其他地方。例如,有类型如探索性、关键实例,程序影响,叙述案例研究。从某种意义上来说,案例研究是探索性和描述性的,识别现象并将它放置在通过其他方法进一步追求的文学研究。但是案例研究的局限性也很好地讨论,使它重要的案例研究遵循严谨正式的结构,如被罗伯特所描述的的案例研究:设计和方法。The application of case study methodology in the social sciences has correlations with the emerging field of design research, but the connection runs deeper than that. Formal case study structure requires researchers to determine a problem, make initial hypotheses, conduct research in gathering information and making observations, revise hypotheses and theory, and tell a story. These all are acts that are strikingly similar to the work of a designer. The result is that the act of researching and writing a case study easily can be seen as an application of the design process. Word:methodologyn. 方法学，方法论correlationn. 数 相关，关联；相互关系hypothesesn. 假定；臆测（hypothesis的复数initialadj. 最初的；字首的vt. 用姓名的首字母签名n. 词首大写字母revisevt. 修正；复习；校订vi. 修订；校订；复习功课n. 修订；校订strikinglyadv. 显著地；突出地，引人注目地Translation:案例研究方法的应用社会科学的相关性与设计研究的新兴领域,但还有更深层的联系。正式的案例研究结构需要研究人员确定一个问题,让最初的假设,收集信息和观察进行研究,修正假设和理论,讲述一个故事。这些都是惊人的相似的行为,一个设计师的工作。结果是,行为研究和写作案例研究可以被视为一个应用程序的设计过程。The integration of case studies as a way of teaching and learning is a more complex undertaking. To understand how to make case studies useful to designers, we first must understand how designers design. Historically, designers and design education have focused on the making of an artifact, whether that artifact is a communication or an industrial product. Project-based education and studio-based education have been central features of design education from early in the twentieth century, if not earlier. This means that the core principles of the discipline are taught through practice, and are presented as part of a solution for a specific problem. For this reason, the learning from one project may not survive in the transition to other projects and problems. While the principles embody an element of theory, they are not presented as theory, but as rules-of-thumb and the slowly acquired wisdom of teachers and masters.Word:integrationn. 集成；综合historicallyadv. 历史上地；从历史观点上说artifactn. 人工制品；手工艺品featuren. 特色，特征；容貌；特写或专题节目vi. 起重要作用vt. 特写；以为特色；由主演acquiredadj. 医 后天的；已获得的；已成习惯的v. 取得；捕获（acquire的过去分词）mastersn. 主人；硕士；大师赛（master的复数形式）v. 掌握，精通（master的三单形式）；控制Translation:整合案例研究作为一种教与学是一个更复杂的任务。了解如何使案例研究有用的设计师,我们首先必须了解设计师的设计。历史上,设计师和设计教育专注于制作工件时,工件,是否沟通或一个工业产品。基于项目的教育和studio-based教育中心功能设计教育在20世纪早期,甚至更早。这意味着该学科的核心原则是教通过实践,并提出了解决一个特定问题的一部分。因为这个原因,学习从一个项目可能无法过渡到其他项目和问题。理论的原则体现一个元素时,他们并不像理论的提出,但经验法则和慢慢地获得老师和大师们的智慧。As a result, design case studies have a more difficult, two-part job of establishing theory and, at the same time, creating or recreating a bridge back to the practical. At a minimum, case studies provide examples for designers and students, and these examples can be a powerful, effective way to connect ideas and action. But there is a further opportunity in design case studies, the opportunity to begin talking about theory as theory instead of merely a practical application of wisdom and rules-of-thumb.Word:establishingv. 建立；确立（establish的ing形式）minimumn. 最小值；最低限度；最小化；最小量adj. 最小的；最低的Translation:因此,设计案例研究更加困难,建立理论的两部分的工作,与此同时,回到实际创建或重建一座桥。至少,案例研究为设计师和学生提供的例子,这些例子可以是一个强大的,有效的方法连接想法和行动。但有进一步的机会设计案例研究,开始谈论理论的机会,而不是仅仅是一个实际应用的智慧和经验法则。Case studies and studio education can work effectively together when the teacher begins to follow the dialectical, conversational approach of Christopher LangdellChristopher Columbus Langdell (May 22, 1826 July 6, 1906) was an American jurist and legal academic who was Dean of Harvard Law School from 1870 to 1895. at the Harvard Law School: Helping students enter the conversation, rising to theory and moving into application, and then moving back again in reflection. This may be an ideal in design education, but few teachers have truly mastered the art of this form of teaching. Nevertheless, the example of other professions that have made the transition to effective, theory-informed conversation should be encouraging for a new generation of design educators and researchers. The hope is that making a stronger connection with theory will illuminate principles that designers can use in their practice.Word:dialecticaladj. 辩证的；辩证法的；方言的conversationaladj. 对话的；健谈的reflectionn. 反射；沉思；映象illuminatevt. 阐明，说明；照亮；使灿烂；用灯装饰vi. 照亮Translation:案例研究和工作室教育能有效地工作在一起当老师开始遵循辩证,会话的方法哈佛法学院克里斯托弗:帮助学生进入谈话,上升到理论和进入应用程序,然后在反射回来。这可能是一个理想的设计教育,但很少有教师真正掌握了这种形式的教学艺术。然而,其他职业的例子,过渡到有效,theory-informed谈话应该鼓励新一代的设计教育工作者和研究人员。希望做一个更强的设计师可以使用的连接与理论将照射在他们的实践原则。The possibilities of theory should not be lost on designers. Theory can provide opportunities to grow in ones practice by exposing previously unseen connections and relationships, as well as providing context for understanding changes that already are happening. For example, we can look at the theory of fourth-order design. Fourth-order design provides a way to make new connections between what we make and how we make it. The traditional first- and