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Curriculum design in vocational education

Curriculum design in vocational education
Curriculum design in vocational education

Curriculum design in vocational education

Helen Bowers*

International College of Management, Sydney

in association with

Macquarie University

*

P O Box 188

Pennant Hills

New South Wales 1715

hfb@https://www.doczj.com/doc/2f6052280.html,.au

Fully refereed paper for the Australian Association for Research in Education – 2006 Conference 26 to 30 November 2006, Adelaide.

Abstract

The future of competency-based training may well contain surprises and the results of strategic planning can only be faintly seen through future misty proposals. Knowledge of the learning approaches by students, the benefits of communities of practice in the classroom and the quality of competency-based curriculum in Vocational Education and Training is the epistemological key to applied learning. This has to be combined with an ontological focus to ensure that curriculum encourages teaching, knowing and learning and becomes part of who we are rather than just something a teacher must follow. Curriculum designers are urged to limit the content so students can be led to investigate, explore and draw inferences from their own research. However, it also seems important that curricula retain links with the real world while at the same time retaining flexibility that allows ideas to be expanded and explored in a scholarly way. The curriculum design also needs to accommodate varied learning styles while stimulating the learner to evoke interest in the content. This paper examines curriculum as an essential and important element in the educational environment and analyses why the supporting assessments act as a driving force in capturing the objectives of the educator. If well designed and developed, then vocational curriculum will provide the basis for good learning and teaching.

Keywords: specific curriculum, taught curriculum, learned curriculum, assessed curriculum, vocational

Introduction

This paper focuses on a particular unit of curricula and how it is perceived by teachers and students. It is part of a major study that examined the experiences and perceptions of students and their teachers of the TAFE subject Internal Control Principles (see Appendix 1). Knowledge of the learning approaches by students, the benefits of communities of practice in the classroom and the quality of the competency-based curriculum in tertiary education is the epistemological key to vocational learning. This is combined with an ontological focus to ensure that curriculum encourages teaching, knowing and learning and is ‘not simply something we possess but who we are’ (Dall’Alba 2005, p363). With so many different aspects of curriculum that affect teaching and learning, there is an increasing need for amendments to curricula as designers frantically try to keep pace with innovative digital advances that often become crammed into an already overloaded unit syllabus. However, it is important that curricula retain links with the real world while at the same time retaining flexibility that allows ideas to be expanded and explored in a scholarly way.

Over the last two decades the educational literature has demonstrated a quantum leap in the recognition of the importance of perceptions and experiences in teaching and learning outcomes. It clearly advocates that curriculum and teaching take central roles in the educational experiences of students. It appears that despite the volumes of research focusing on the students’ needs and their perceptions of teaching and learning, many teachers remain inadequately informed of the students’ experiences and how these may impact on the quality of their learning outcomes. At the heart of teaching and learning is the curriculum with all its accompanying resources that are used in the learning situation. It is fitting then to begin this review with the curriculum to discover what the literature says about its design, development and implementation.

A glimpse into the literature

Curriculum per se can be broadly defined as the specific knowledge and skills that students learn (ASCD 2005). This is what Dall’Alba (2005) characterises as the plan to address epistemology, described as the theory of knowing. Curriculum helps teachers develop strategies, activities and techniques that kindle ‘a desire to learn, promotion of learning in face-to-face and/or technology-mediated formats, assessment of student achievement and evaluation for improvement of educational practice’

(p363). However, curriculum is also more than that. Encyclopaedia Britannica (2006) sets out the history of curriculum development and claims that it has undergone vast changes in the last century. They describe this as follows:

… curriculum has responded to social issues by including such subjects as

consumer education (or other applications of the economics of a free-

enterprise society), ethnic or multicultural education, environmental

education, sex and family-life education, and substance-abuse education.

Recent interest in vocational-technical education has been directed toward

establishing specialized vocational schools, improving career information

resources, integrating school and work experience, utilizing community

resources, and meeting the needs of the labour market. … Curriculum

reforms have accentuated the academic basics, particularly mathematics,

science, and language, as well as the “new basics,” including computers.

Computers have become increasingly important in education not only as a

field of study but also as reference and teaching aids. (p 202)

According to this view of curriculum, it has changed as the world problems and other issues have changed. Reid and Loxton (2004) agree that internationalisation is a way of thinking about curriculum and quality. They ‘suggest that the approach to internationalisation should expand to focus on teaching and research, including the provision of quality learning experiences for all students using the curriculum as the main vehicle’ (p 90).

This seems to be consistent with the view of Hicks (2004) who believes that the place to begin is with global issues that are addressed in the curriculum so students can see the local issues in the wider global context. These could be selected from the array of topical issues expressed in the various media. ‘These issues are present in our own countries and communities: they are both local and global in nature’ (p 22). The four components of global education that Hicks states should be present in the curriculum are: the issues dimension – broad problems that need to be explored such as wealth, poverty, human rights, peace and conflict, the spatial

dimension – examining the interconnectedness between local and global issues, the temporal dimension – the connections between the past, present and future, and the inner dimension – relating to one’s own personal growth and development (Pike and Selby 1996, 1999, cited in Hicks). To ensure curriculum has these characteristics it then would seem important that the curriculum is taken into the classroom and developed by the teacher in that context (Patrick 1998).

The curriculum process is putting together all those strategies and plans of the institution to achieve the stated learning outcomes (Neagley and Evans 1967 cited in Child 2004). This process is begun by deciding what is to be included in the curriculum, why it is needed and whether or not these processes will lead to the anticipated outcomes. Dall’Alba (2005) believes that such processes, while vitally important for the enacted curriculum, also need to be transformed with a concentration on ontology, or the theory of being. She suggests that: ‘By focusing on epistemology, we fail to facilitate and support this transformation’ (p 363). The curriculum design also needs to accommodate varied learning styles while stimulating the learner to evoke interest in the content (Nulty, Vegh and Young 2002). The curriculum process would therefore need to contain elements such as design of content, methods of exposure, objectives and evaluation. Then to assist teachers in achieving the ontological focus, additional resources that encourage formal and informal learning may provide tools that assist guided discovery. ‘The study of knowledge for its own sake and without regard for its practical application’ (Child 2004, p431) is an example of an uneven focus on the epistemology of curriculum.

For curriculum to be effective, however, it may be beneficial if designed and developed in a way that encourages students and teachers to engage in discussions of important issues that lead to both the acquisition of deep intellectual knowledge and the practical skills to apply that knowledge to solving problems in the real world (Child 2004). For curriculum to have lasting effects then perhaps student learning could be aimed at developing the ‘Professional Entity’ (Reid and Petocz 2003). Building on the initial work of Reid (1997; 1999), and examining a number of different professions, Reid and Petocz built a framework for the professional entity that is based on the relationship between students’ perceptions and their expectations of professional work.

The Professional Entity seems to be a unifying theory that can be used to

develop appropriate curriculum for professional studies, make connections

between work-integrated learning and work-based environments, and help

students find an important focus for their learning in an institution. It can

also be used as a basis for reflection on and critique of the professional

values that are being passed on to the next generation. (p 3)

These authors found that there was definitely commonality in the perceptions of students about professional work across disciplines even though there was significant variation in these perceptions. Ramsden (2003) also supports the idea that students need to be more prepared for life in the real word. It is possible then that effectiveness of curriculum can only be measured when students become professional entities. Competent and confident graduates may be the result of epistemologically based curriculum integrated with an ontological focus.

The knowledge economy is increasing and coupled with the need for researchers to contribute to this expanding area is the impact this growth may have on curriculum development (Jenkins 2000). Significant trends in this area can already be seen in the global rise of tourism curriculum that has made considerable use of geography-based research.

We should design courses to ensure that students experience the practice

and process of research and develop their abilities as researchers (and

perhaps develop their abilities to ‘transfer’ these skills into future

employment). In many cases this will require fundamental curriculum re-

thinking, for the focus has to include an emphasis on active learning

methods and a radical re-thinking of how students are assessed. (p 345)

There are various aspects of curriculum that have been described in the literature and each source contributes to the broad definitions given above. As Reid and Loxton (2004) argue, ‘what students encounter and grapple with whilst at university plays an important role in their orientation to life and work at the conclusion of their formal study’ (p 100). This view can surely be extended to vocational students, and to delve even deeper into the meaning and use of curriculum it is helpful to examine all the areas that make up the whole process of developing and implementing curriculum that enhances students’ quest for lifelong learning.

Curriculum defined

Some theorists argue that curriculum is made up of a number of parts, and that these in general fall under the broad headings of content, learning experiences, objectives and assessment (Child 2004). The segment on content can be further divided into

specific criteria and how to solve the perennial problem of the trade-off between breadth and depth. Where it does become difficult is in deciding just how much emphasis there should be on each of the parts and whether or not they exist in all curricula. Then there is the difference created by the separate tertiary sectors; university curriculum, which is categorised as higher education and vocational training curriculum, representing the more applied education. Vocational curricula in TAFE are planned, managed and controlled so that individual units are not ignored or abandoned by teachers. Curricula in university are developed by the teacher, and Salemi and Siegfried (1999) found that there have been times when academic freedom is taken to its extreme and teachers immerse themselves in their own vested interests without taking into consideration the whole program of study. However, it is argued by Furedi (2004) that curriculum objectives should be flexible enough to allow

‘individual scholars to pursue their passionate interests’ (p 2). Some authors suggest it is essential to build generic capabilities into the basic guidelines for good curriculum design (Frazer and Deane 2002; Nulty et al. 2002).

There are various elements that together make up the whole curriculum and these are defined by the Association for Supervision and Curriculum Development (ASCD 2005). They are: a. specific criteria curriculum; b. taught curriculum; c. learned curriculum, and d. assessed curriculum. Table 1 is a summary of these curriculum elements as seen through the lens of a number of different researchers. The specific criteria are the content-based material intended by the developers to ensure that processes are pedagogically sound and that the curriculum communicates the intent of the subject to the students. It is also the important area where objectives are set out so evaluation can provide feedback to the teacher on the depth of understanding attained by students. The taught curriculum can be thought of as the enacted curriculum where the specific content processes are followed and threshold concepts skilfully covered. This part of the curriculum can also be thought of as the informal learning contract where teachers and students enter into shared responsibility for the learning process. Students do this through student-centred delivery and an evaluation at the end of the unit’s study period.

One more issue that is most commonly debated is just how much material should be in curriculum. This topic affects all those in the whole chain; from designers to learners.

Table 1Summary of the curriculum elements

Cirriculum element Issues Authors

a. Specific criteria

curriculum

Intended curriculum Porter (2005)

Content-based curriculum Child (2004)

Pedagogy Hopkins

(2003)

Communication tool Birdsall (1989)

Altman and Cashin (1992)

Johnson (1995)

Wankat (2002)

Objectives Merriman

(1995)

b. Taught curriculum Enacted Porter

(2005)

Process-based

Child

(2004)

Threshold concepts Meyer and Land (2005)

Davies and Brant (2006)

Informal learning contract Brodeur (1986)

Lowther, Stark and Martens

(1989)

Delivery Fisher, Alder and Avasalu

(1998)

Evaluation of delivery Zhonqui (2000)

c. Learned curriculum Actively engaged Porter (2005)

Child (2004)

Unintended

curriculum

Hirst

(1968)

Role of the learned curriculum Brennan (2002)

Reflection in action Schon (1987)

Task analysis Gagné (1985)

Teacher as mentor and coach Reid (1997)

d. Assessed curriculum Assessment to evaluate

objectives

Porter (2004

Child (2004)

Biggs (2003)

Ramsden (2003) Competency assessment McAllister (1999)

Too

much

assessment

Laurillard

(1984) Aligned to specific intent Shreeve, Baldwin and Farraday

(2003)

Biggs (2003)

Binding document for assessment Altman (1989) Dixon (1991)

Differences in students’

definitions of their

understanding and exam results

Entwistle and Entwistle (1997)

Using technology to help design questions Read, George, Masters and King (2004)

Motivating,

stimulating,

engaging

Cleary and Skaines (2005)

Assessing objectives Biggs (1996)

Ramsden (1992)

The breadth and depth of curriculum content

The Boyer Commission Report (1998) found that far too many curricula for first year units were so full of content that the coverage was very shallow. This proposition is supported by Biggs (2003) and Gardner (1993) who both state that the trade-off is always between breadth and depth with perhaps the teaching helping to improve or extend the deeper learning. Carter (2002) said that ‘curriculum is like a cemetery, we keep putting things in but never take anything out!’ (p 4) Munro (2003) puts forward the argument that curriculum will be judged by what it teaches, how it teaches and what it is. Curriculum that is linked with knowledge can foster a pedagogy that encourages emotive motivation in students (Laurillard 1979 and Elton 1988) and the building of long-term memory icons. ‘Students should have opportunities to reflect and report on how they are experiencing … research-informed and research-based curriculum’ (Jenkins 2000, p 345).

Method

The major research was focused on the unit ‘Internal Control Principles’ in the Advanced Diploma of Accounting in New South Wales TAFE. In-depth interviews with one Head of Business Programs, 11 teachers and 20 of their students documented these participants’ experiences and perceptions as they went about their teaching and learning. Supporting the phenomenographical evidence was an analysis of the transcriptions, referred to by Phillips and Jorgensen (2002, p 96) as ‘discursive psychology’ and around which this paper is based. While phenomenography highlights the variation in teaching and the learning perceptions and experiences, discourse analysis seeks to analyse the commonalities through the particular ways teachers and students spoke of their situation and their understanding of that context. Discourse analysis is particularly relevant in this research because it is: ‘based upon a view of semiosis as an irreducible element of all material social processes. … Discourse as part of social activity constitutes genres. Genres are diverse ways of acting, of producing social life, in the semiotic mode’ (Fairclough 2000, p 164). The definition of semiotic from the Encyclopaedia Britannica (2006) is: ‘a general philosophical theory of signs and symbols that deals especially with their function in both artificially constructed and natural languages and comprises syntactics, semantics, and pragmatics’ (para 1). Fairclough states that discourse is embedded in

social practices, and he gives classroom teaching as a relatively stable example of this. Analysing the discourse of both teachers and students would then seem to provide another window through which we might view the social practice of student learning.

While the data were transcribed verbatim, it was then edited for flow and process, identifying commonalities, themes and concepts situated in the context of the classroom. The discursive psychology sought to find patterns of language about common incidents or events in that situation that either supported or contradicted the developing theory (Benner 1985; Taylor and Bogdan 1984). Further examination of the interview data clustered new information under the corresponding attributes and from these groups themes were derived such as ‘conversation topics, vocabulary, recurring activities, meanings [and] feelings’ (Taylor and Bogdan 1989, p 131). All of these were then pieced together to form the narrative that created a rounded and comprehensive picture of the context in which students learn. The analysis of the transcripts in this research enabled me to study the language used by participants, both listening to the voices and examining in detail the written text. It enabled me to question some of the ontological and epistemological assumptions behind the research study.

It is documented in the literature that phenomenographic interviews can be uncomfortable for students (Trigwell 1994; 2000; Marton and Booth 1997; ?kerlind 2005a) and it was for this reason that I tried to adopt the stance of an empathetic listener and ensure that the environment allowed opportunities for the participants to reveal their experiences of the phenomenon as openly and freely as possible. During the interviews the questions were not always asked in the same order. Sometimes the conversation took twists and turns and opened up new avenues to explore. The transcripts were between 20 and 30 pages in length, which resulted in over 500 pages from students and nearly 320 pages from the teachers. Added to these was the 27-page transcript from the Head of Programs at TAFE. This made a total of just over 850 pages of transcript for the main study.

University curriculum versus TAFE curriculum

The increasing cost of gaining a higher education has reinforced the importance of developing students’ ‘graduate employability’. Internationally, higher education is called to account for success in the employment of its graduates (Eraut, 1993). These changing demands have created an expectation that the tertiary education sector will respond in innovative ways to meet both the learning needs and the career goals of all its students. (p 76) At university the teaching, learning and assessing curriculum is generated by the lecturer and perhaps still further developed in the classroom. This process is similar to the ideas expressed by Patrick (1998) who stated: ‘Teachers are positioned as cultural agents, making curriculum – not merely interpreting and more or less effectively putting into practice a curriculum that had been fixed outside the classroom’ (p 282).

Teachers who see strengths in students teach positively and as cultural agents they can identify their students’ strengths by watching and learning how the classroom culture evolves. Using these techniques teachers can unmask what is sometimes hidden by prescriptive approaches to curriculum and assessment. Patrick believes that the curriculum is much more than an exercise in translation and this is supportive of Dall’Alba’s (2005) view that transformation is vital to positive learning outcomes. University curriculum has an extended process, going into the classroom with the teacher. It is then researched in that context, and assists in formulating and reconstituting the knowledge gained by the student.

As well as the propositions made by Chua (2004) that university curriculum requires an explicit framework; other recent research suggests a move away from traditional university curriculum should be made. It is argued by Boud (2003) that the term curriculum is not widely used by universities. Boud believes that the term course development provides a much stronger emphasis for the content of the curriculum and all the various aspects that create the educational environment. He presents the case for creating work as the curriculum:

[T]here needs to be a focus on an educational approach to the curriculum,

not a narrow operational competency-based approach suitable for pre-

defined learning outcomes. Competency-based frameworks that delineate

the universe of outcomes – such as those used in vocational education and

training derived from industry-based occupational standards – are unlikely

to be appropriate except for relatively low-level work-based programmes.

(p 46)

Boud is clearly making a distinction between university and vocational curriculum. This leads us to examine the curriculum in the context of the Vocational Education and Training (VET) system. Here the teacher is an interpreter and facilitator in the learning process, supporting the proposition made by Patrick (1998) that teachers are cultural agents. These teachers are given much more than a two-page unit outline of their subject. They have to follow a more specific document. VET curriculum is prescriptive and imposed, fixed outside the classroom and this is the significant difference between vocational and university curriculum (Bowers and Reid 2005). The assessment is also different and is competency-based. Toohey (1999) suggests that the outcomes of a competency-structured curriculum help focus on performance of professional skills and transformation of established knowledge. This idea encompasses the two characteristics espoused by Dall’Alba (2005); linking epistemology and ontology.

The specific criteria of TAFE curriculum are set externally as articulated by Boud (2003), the learning outcomes precise, the assessments often mandatory and content closely controlled. An interesting comment was made by Millmow (1997) referring to the differences between university and vocational teaching and learning, when he stated that ‘it is not necessarily a vocationally oriented course of study that bestows the student with a puzzle-solving bag of tricks’ (p 90). This comment was made in light of the perception in the community that TAFE curriculum uses a very hands-on approach to teaching and learning. Although there is some teacher input into the development of the relevant VET subjects, they nevertheless have clearly defined sets of learning outcomes that have been pre-ordained (by the Australian National Training Authority (ANTA) when it was in operation). The Industry Advisory Boards within ANTA had set the learning objectives for each unit in the program around which the curriculum document was developed. These industry boards dictated competencies and skills that must be achieved in the vocational units in the program with the disciplinary expert or teacher attesting to the students’ abilities and skills for a particular task or tasks.

Here in Australia, ANTA (2003) stated that the workplace was becoming an increasingly important part of vocational education and training and students would gain valuable and lasting knowledge through collaboration with fellow workers and the networks they foster. Ashton and Sung (2001) support this view and stated that the opportunities for learning on the job were enhanced in many organisations where employees worked in teams, fostered networks and participated in shared projects. Many programs however, are aimed at the popularity market, with little thought about the indicative content of the value added in terms of critical and analytical skills that are needed to stand a student in good stead in the real world (Mangan 1998). Lovat and Smith (1995) documented curriculum in the context of decision-making in vocational education and they state it:

… can best be conceived as decision-making action that integrates both

intention and the manner in which the intention becomes operationalised

into classroom reality. This reality, however, must be negotiated and

modified because of a range of contextual circumstances. (p 23)

These authors maintain that the key questions that influence the curriculum developer is exactly what knowledge will be most valuable to the learners, how the assessment tasks should be structured, what sequence the topics should follow and what resources are appropriate for the subject.

The literature highlights the significant areas of university curriculum; however, almost all the major contributions examined draw attention to differences between university and vocational curriculum by stating what university curriculum is not! There is a large body of literature pertaining to higher education curriculum and very little on the VET curriculum.

The enacted curriculum – the teachers’ perspective

While the general feeling with TAFE teachers was that the curriculum shows what a teacher has to deliver, what the assessment requirements are and what students’ learning outcomes are, there were some differences in how teachers used the curriculum documents. When I asked if the curriculum was useful this teacher was quite definite that he used all the resources. “I get the full curriculum because I print it out, and I print it out before each lesson and of course that then gives me a bit of guidance, really gives me more detail on what to cover” (AT). The following extract is from the conversation with the HOP. I asked him: Is it your experience that teachers

make a lot of use of those resources? “I believe they do. We’ve got an intranet site that’s got a lot of assessment exemplars and teachers’ guides on them and the feedback I get is that most teachers use them and find them pretty satisfactory.”However, very few of the teachers had examined the full curriculum document and even fewer had used the extra resources provided with the teachers’ guide. One teacher, when asked if he knew about the guidance notes and exemplar said: “There is but I find them not very useful … they are so broad and wishy washy. The main thing I have found useful is the learning outcomes” (BT). Another teacher said: “No I haven’t used them” (FT). Some researchers have claimed that curriculum is a tool for identifying intent and directions of study (Birdsall 1989; Altman and Cashin 1992; Johnson 1995; and Wankat 2002). The response from HT about the curriculum was that “we have a number of topics to cover and it’s basically a hands-on approach at TAFE”. However he was unaware that there was an extensive teachers’ guide available with worked exemplar.

There was criticism of the curriculum for not addressing more on corporate governance. “There’s not enough on corporate governance which, to me, is the essential element now that drives the internal control system” (KT). This point could well be valid when considering the extent of corporate failures and fraud that have been so well documented in these last four years. “For me it is fine. For them [the students] they probably rely more on the timetable to find out what is coming up next week” (CT). This seemed to be a common response when talking about how curriculum is understood. Students do tend to have shorter-term objectives. I questioned CT further on why he thought that way. “Because they don’t know how important it is yet … They will happily skip an Internal Control Principles class to study for tax or company law.” One teacher was quite happy with the curriculum. “Oh this is not too bad this one. Yes, this is pretty well set out” (GT). He had the full curriculum document with the worked exemplars and stated that it was helpful.

From the data gathered from the teachers it appears that delivery of the Internal Control Principles curriculum is anything but standard across the TAFE colleges. Some teachers have only 16 hours, others 24 hours while still others take the full semester to deliver the material. The teachers all had the short form syllabus (see Appendix 1) for the subject and were asked by TAFE to give students copies of the assessment guides and the learning outcomes. In some of the larger colleges where

there might be two or three classes of Internal Control Principles offered, a common assessment program was followed with small marking panels made up of the teachers from the subject.

These are some of the teachers’ comments on curriculum and how they perceived the students’ understand these documents. “I think the students have a better knowledge to start off with. Some of them have specific knowledge on some of the areas we cover” (AT). “They learn best by doing it. I’m a great believer in learning by doing” (BT). “Reading a text on internal control for a lot of these students is gobbledegook – they really don’t understand what is happening” (CT). These comments show that teachers acknowledged that students had little understanding of curriculum and relied heavily on the teacher for information.

Some teachers spoke directly about the curriculum and others added their thoughts on assessments. “I have sort of stuck to just the curriculum and the way I teach it, and the things that I feel important” (KT). “From a competency point of view I think they [assessments] play a good role but once again it is very difficult, to my way of thinking, to use competency-based testing in accounting” (KT). “There is a feeling of competence … they do display that in their responses, assignments and exam” (HT). “It is a way to learn how to learn and how to behave and know yourself” (KT).This echoes Gonczi’s (2000) claim that students should be able to transfer skills to different situations and display their ability to learn how to learn.

The students’ view of curriculum

In most cases the students did not fully appreciate the curriculum document and indeed were generally given only the pages containing learning outcomes, topics and assessments. This teacher felt that: “You basically have to break it down into real small bite size chunks” (BT).The majority of students responded that curriculum was a list of topics or ‘things’ they should learn. In most cases the handouts they were given were scanned briefly by them at the start of the class and then assigned to the back of their note books; I gather barely seeing the light of day. “The contents that we were going to be doing … I mean I just put it at the back of my book” (S16-HT). Only a few students had a reasonably accurate description of the curriculum: “As far as I know I think curriculum is a sort of structure of your studies or what you must cover in order to achieve a standard of learning” (S11-IT).

There were two key questions designed to elicit information from the students about their understanding of curriculum and the learning outcomes it contained. Question 5 asked students how they would know when they had learnt something. One student responded as follows: “What do you mean by learning outcomes?” I persisted by asking when she reached the end of a subject how did she measure what had been learnt? “All we do is like get the exam mark” (S14-ET). This seemed to indicate that there was no explanation of these learning outcomes when the class began. However the student then added:

“We don’t know really, but all we are concerned about are the exam

marks, that is the day-time students. We don’t quite read even if we are

given an outcome for learning, and we don’t quite care. I just take the

exam mark and if I get a distinction I know I have learnt something.”

The exam mark was the focus of this student’s attention and the reply was quite clear that she had little regard for learning outcomes. It was noted that this student was attempting the subject for the second time having withdrawn during her first enrolment. Question 12 asked the students what they thought curriculum meant. When I suggested to this next student that she might have been given some learning outcomes from the curriculum document she was quite definite with her reply. “No, the sheet that we were given out we just had a list of topics. I don’t remember there being these, I just remember the topics” (S16-HT).The answer to the question about how do they know when they have learnt something brought this response from that same student: “I don’t know. I guess you just sort of … thinking about it”. These and similar responses indicated that many students were unaware of the role of curriculum in their learning environment and the fact that they were meant to be assessed according to the learning outcomes set by industry.

Table 1 sets out the positive and negative responses to the following two student questions:

Question 5 - How will you know when you have learnt something?

Question 12 - Can you summarise how you understand what curriculum is?

Table 1 Responses to Questions 5 and 12 from the student questions

Student

Question 5 Question 12

Yes No Yes No S10-BT 33

S11-IT 33

S12-IT 33

S13-GT 33

S14-ET 33

S15-ET 33

S16-HT 33

S17-KT 33

S18-KT 33

S19-CT 33

S1-AT 33

S20-DT 33

S2-AT 33

S3-FT 33

S4-BT 33

S5-FT 33

S6-DT 33

S7-JT 33

S8-JT 33

S9-BT 33

6

14

17

Totals 3

In analysing this data I recorded a positive response if the student clearly related gauging what they had learnt against the learning outcomes and a positive response if their description of the curriculum document was reasonably correct. Only three students linked how they measure their learning against the outcomes in the curriculum and only six had a reasonable idea of what was meant by curriculum.

Occasionally a student did have some idea about the curriculum, but was

quick to distance himself or herself from any sort of ownership or obligation

regarding its use. “It is a guideline that she [meaning his teacher] has to follow”

(S17-KT). When shown the document this student was quite interested in its contents and flicked through the pages stopping to examine the section on the six tools for evaluating internal controls. One student had not even heard the word curriculum, so I suggested syllabus. “Syllabus is …I know that one [long pause] …it’s like a criteria” (S2-AT). The students were generally quite surprised when shown the curriculum document containing the overall objectives and details of what each topic contained.

This result was to be expected considering many teachers had not been aware of the full curriculum containing the teachers’ guidance notes and the worked exemplar for each learning outcome.

The fact remains that teachers generally were reluctant to give students any more than the bare minimum at the start of the semester. This teacher did not think students wanted curriculum documents. “I think all they see is the timetable and to them that is what they are going to have to do in the next 18 weeks. They don’t sort of necessarily see it as stepping stones” (CT). Another teacher commented that he was quite sure the students did not understand the curriculum documents and actually stated that students were: “far too removed from them. … But … all that – those curriculum documents I wouldn’t dream of giving out to students. They get enough paper as it is” (BT). These were fairly representative comments from the teachers regarding how students understand the curriculum. However, the interest shown by the students in the curriculum document they saw at their interview contests this perception by teachers. The minimum documents were given to students at the start of the class and most teachers concentrated on gaining a signature from the students to ensure they had evidence that assessment procedures had been handed out as required by TAFE policy.

Some students knew that to learn meant more than just asking questions. Even though this next student expressed the view that the curriculum material was hard, she acknowledged that seeking answers themselves extended their ability to think. “The teachers give us something that they haven’t actually told us about and this makes us think and find out about it” (S14-ET).This sentiment was also echoed by another student who said that being given problems to solve “actually those make you learn more things really” (S18-KT).

In general, the students were quite happy to engage with their teacher and ask questions on aspects of their curriculum assessments, resources and timetable of topics. By not having any further information from the curriculum document students could not question their teacher about the detail contained in topics included in the curriculum. Lugg and Saltmarsh (2003) put forward the following suggestion: It could be argued that in the current VET environment curriculum work,

as context-specific decision making, becomes more complex when the

intention is fundamentally influenced by the needs of industry and

government over the needs of the learner (p 3).

These researchers go on to claim that choices in the classroom are dependent upon teachers, resources, time and other issues that impact on the learning environment and this appeared to be the case in the results obtained in the major study. Also affecting choice are the policies of the institution and influence from powerful stakeholders such as industry.

What can be done in the future?

The things that TAFE might investigate further would include the use of researchers to help design and develop curricula. Combined with the technical expertise of industry specialists (Dawe 2003) and the way theory is applied in the workplace, sound pedagogical methods could be explored and expanded resources developed for teachers. A survey instrument could be developed with which to capture a picture of exactly what parts of the curriculum teachers did not use and why. Feedback to the designers would then enable them to have a deeper understanding of the things that impact on the delivery of curriculum in the classroom. TAFE might also find out the way the curriculum interacts with the various TAFE bodies and how it fits in the timetabling plans of various colleges. More research is needed to investigate fully the constraints that shape the teachers’ role, responsibilities, approaches to teaching and interactions. This may also add light on the reasons why students in this subject felt that they were not in control of their own learning.

Conclusions

Curriculum can be designed to facilitate an environment where students discover the power of their own minds to work. The curriculum is part of the presage and process that encompasses all the items that make up the context into which students will enter for their situated learning. Some researchers feel that the first year curriculum is vital in fostering student engagement and the literature points to university curriculum being very much more flexible than VET curriculum. University lecturers can develop the content in the classroom, and determine the way it is delivered and assessed. This would appear to give university lecturers much greater freedom over what they teach, however, designers are still struggling with the content of curriculum, trying to determine what to put in and what to take out!

The research is heavily weighted in favour of higher education and examination of vocational curriculum appears to be somewhat neglected. From my own knowledge and years of experience in TAFE teaching I can attest to the TAFE curriculum being generally very detailed with topics clearly stipulated that must be covered. It is prescriptive curriculum and often the assessments are mandated. The learning outcomes are structured and developed by industry advisory bodies with no input per se, from academics. The total document is formed outside the classroom with the weekly schedule already set for the lecturer to follow. One might expect that this type of curriculum would restrict the freedom of teachers.

While it is desirable that all stakeholders are involved in the formation of curriculum, it is nevertheless a specialised area of education and Table 1 documents the specific areas of curriculum content covered by researchers. It also provides an overview of all the specific elements that make up the whole curriculum. Institutional policies and procedures ensure that the requirements of educational audits are met and good strategies employed for curriculum development. The whole course management system is meant to encourage deeper understanding that leads to quality student outcomes. However, it appears important that curricula retain links with the real world while at the same time retaining flexibility that allows ideas to be expanded and explored in a scholarly way. The design and development of vocational curriculum could be enhanced with the consultation of both academic and industry experts as it is a vital aspect of the presage; that range of procedures and plans that form the context into which the students situate their learning.

The literature seems divided on whether or not university curriculum should be work-ready. Some strong arguments are presented in favour of higher education curriculum that is aimed at professional readiness. Those in favour focus on the professional entity and others refer to it as vocationalism. This counter argument is that this type of curriculum should properly be reserved for TAFE curriculum. This view clearly stated that there was a real divide between higher and vocational education. Other research is suggesting that first year curriculum is vital to establish an environment wherein students feel engaged and that curriculum may be a learning contract and/or the driver of assessment and evaluation. As such, the assessment acts as a driving force in capturing the objectives of the educator. These sentiments may apply to all tertiary curricula.

Indesign排版入门(新修订)

ADOBE INDESIGN园林设计方案排版入门 (1) 一、做好准备工作 (1) (1)准备好所有的排版素材文件。 (1) (2)建立清晰简明的文档及素材目录。 (1) 二、启动I N D ESIGN并创建排版文档 (2) 三、规划和设计主页 (5) (1)设计封面、扉页和目录的主页 (6) (2)设计说明和总图类页面的主页 (14) (3)表现图类页面的主页 (19) (4)意向图类页面的主页 (20) 四、设定文本的字符和段落样式 (21) 五、实际页面的排版 (24) (1)先完成封面设计 (24) (2)接下来做扉页和目录页 (26) (3)编排设计说明 (27) (4)给页面添加自动页码 (31) (5)总图类编排 (31) (6)表现图类编排 (34) (7)设计意向图类编排 (38) (8)生成目录 (40) (9)成果输出 (46)

Adobe InDesign园林设计方案排版入门 ·杨学成· Adobe InDesign是一个功能强大的排版软件,为报纸、杂志、书籍等出版物的排版提供了平台,也可应用于图册、展板等的编排,也可用于名片设计、海报设计等工作,甚至可以用来制作个性化的pdf格式的电子书。若干年前,在设计成果排版设计领域,几乎都是使用CorelDraw,但近年来使用Adobe InDesign的人越来越多,因为该软件和Photoshop同属Adobe公司,在软件界面、操作方式等方面均有很高的一致性,而且文件之间的兼容性也更好。可以说,只要熟悉Photoshop的使用,学习使用InDesign是比较简单的。 因为Photoshop的普及面非常广,几乎所有的设计人员都会使用它,所以有很多人喜欢用Photoshop做设计成果的排版工作。虽然从最后结果看,似乎Photoshop也能把“排版”工作做好,但实际上用Photoshop“排版”存在很多问题,例如效率低下、修改麻烦、容易出错、不利于素材的重复利用、风格难以有效统一等等。所以推广使用InDesign进行设计成果编排是很有必要的。 下面举例说明在设计成果编排方面应用InDesign的一般方法和注意事项。我使用的是CS3版本。 一、做好准备工作 与CorelDraw不同,InDesign在排版时,版面内的素材图像元素都是采用链接方式引入排版文档内,以减小文档的尺寸,这种情况下排版文档和素材图像文件之间必须有稳定的目录关系,否则一旦发生文件移动、拷贝等情况,会导致链接失效,使排版文档出错。其实,工作中养成良好的整理各种文件的习惯,不论什么时候都是很重要的。 所以在开始进入排版工作之前,应先做好必要的准备工作。这些工作包括: (1)准备好所有的排版素材文件。 例如已经制作好的各种总平面图、表现图、剖面图、立面图、设计意向参考图,以及各种文字文本材料、装饰版面的图形图像元素,等等。 (2)建立清晰简明的文档及素材目录。 实际工作中,往往一个项目由多人分工协作,常常出现的情况是,负责排版的人已经开始编排,但某些素材文件可能还没有完全制作好,或者某些素材文件需要修改等等,这时负责排版的人应该养成良好习惯,在计算机中建立清晰的工作目录。一般情况下建

indesign常用快捷键

49. 直接复制选区 按住选择工具、直接选 择工具或编组选择工具 + Alt 键并进行拖动* 50. 直接复制并偏移选区 Alt + 向左箭头键、向右箭头键、向上箭头键或向下箭头键 51. 直接复制选区并将其偏移 10 倍** Alt + Shift + 向左箭头键、向右箭头键、向上箭头键、向下箭头键 52. 移动选区** 向左箭头键、向右箭头键、向上箭头键、向下箭头键 53. 将选区移动 1/10** Ctrl + Shift + 向左箭头键、向右箭头键、向上箭头键、向下箭头键 54. 将选区移动 10 倍** Shift + 向左箭头键、向右箭头键、向上箭头键、向下箭头键 55. 从文档页面中选择主页项目 按住选择工具或直接选择工具 + Ctrl + Shift 键单击 56. 选择后一个或前一个对象 按住选择工具 + Ctrl 键单击,或者按住选择工具 + Alt + Ctrl 键单击 57. 在文章中选择下一个或上一个框架 Alt + Ctrl + Page Down/Page Up 58. 在文章中选择第一个或最后一个框架 Shift + Alt + Ctrl + Page Down/Page Up 59. *按 Shift 键可以在 45° 角方向上移动。60. ** 调整量在“编辑”>“首选项”>“单位和增量”(Windows) 61. 变换对象的快捷键 62. 直接复制并变换选 区 按住变换工具 + Alt 键并进行拖动* 63. 显示变换工具对话框 选择对象并双击工具箱中的缩放工具、旋转工具或切变工具 64. 将比例减少 1% Ctrl + , 65. 将比例减少 5% Ctrl + Alt + , 66. 将比例增加 1% Ctrl + . 67. 将比例增加 5% Ctrl + Alt + . 68. 调整框架和内容的大 小 按住选择工具 + Ctrl 键并进行拖动 69. 按比例调整框架和内容的大小 按住选择工具+Shift+Ctrl 键并进行拖动 70. 约束比例 按住椭圆工具、多边形工具或矩形工具 + Shift 键并进行拖动 71. 将图像从“高品质显示”切换为“快速显示” Ctrl+Alt+Shift+Z 72. *选择变换工具以后,按住鼠标按钮,然后按住 Alt 键 (Windows) 73. 用于编辑路径和框架的快捷键 74. 临时选择转换方向点工具 直接选择工具 + Alt + Ctrl,或钢笔工具 + Alt 75. 在“添加锚点工具”和“删除锚点工具”之间临时切换 Alt 76. 临时选择添加锚点工具 剪刀工具 + Alt 77. 当指针停留在路径或锚点上时,使钢笔工具保持选中状态 钢笔工具 + Shift 78. 绘制过程中移动锚点和手柄 钢笔工具 + 空格键 79. 显示描边面板 F10 80. 用于表的快捷键 81. 拖动时插入或删除行或列 首先拖动行或列的边框,然后在拖动时按住 Alt 键 82. 在不更改表大小的情况下调整行或列的 1. 首页 / 使用 InDesign CS5 / 键盘快捷键 2. 选择“窗口”>“实用程序”>“工具提示”,然后选择一个工具来查看该工具的快捷键和修改键。 3. 工具 Windows 4. 选择工具 V, Esc 5. 直接选择工具 A 6. 切换选择工具和直接选择工具 Ctrl + Tab 7. 页面工具 Shift+P 8. 间隙工具 U 9. 钢笔工具 P 10. 添加锚点工具 = 11. 删除锚点工具 - 12. 转换方向点工具 Shift + C 13. 文字工具 T 14. 路径文字工具 Shift + T 15. 钢笔工具(附注工具) N 16. 直线工具 \ 17. 矩形框架工具 F 18. 矩形工具 M 19. 椭圆工具 L 20. 旋转工具 R 21. 缩放工具 S 22. 切变工具 O 23. 自由变换工具 E 24. 吸管工具 I 25. 度量工具 K 26. 渐变工具 G 27. 剪刀工具 C 28. “抓手”工具 H 29. 临时选择“抓手”工具 空格键(“版面”模式)、Alt 键(“文本”模式)或 Alt + 空格键(两种模式) 30. 缩 31. 工具 Z 32. 临时选择放大工具 C trl + 空格键 33. 切换填色和描边 X 34. 互换填色和描边 Shift + X 35. 在“格式针对容器”和“格式针对文本”之间切换 J 36. 应用颜色 , [逗号] 37. 应用渐变 . [句点] 38. 不应用任何颜色 / 39. 在“正常视图”和“预览模式”之间切换 W 40. 框架网格工具(水平) Y 41. 框架网格工具(垂直) Q 42. 渐变羽化工具 Shift + G 43. 用于选择和移动对象的快捷键 44. 临时选择“选择工具”或“直接选择工具”(上次 所用工具) 任何工具(选择工具除外)+ Ctrl 45. 临时选择编组选择工具 直接选择工具 + Alt;或者钢笔工具、添加锚点工具或删除锚点工具 + Alt + Ctrl 46. 选择所选内容的容器 Esc 或双击 47. 选择所选容器的内容 Shift+Esc 或双击 48. 向多对象选区中添加对象或从中删除对象 按住选择工具、直接选择工具或编组选择工具 + Shift 键单击(要取消选择,请单击中心点)

Indesign 排版技巧及插件汇总

[分享]Indesign 排版技巧及插件汇总 Indesign 复合字体中的比例设定 客户要求在排版时正文用复合字体,但是中文要水平缩放到原来的80%,英文要水平所放到原来的110%。 复合字体做为一种用户自己创造的特殊的字体,在创立后,它也是一款字体。而在文字控制板中只能对某一款字的全部进行缩放,只对一款字体的某些字符进行自动缩放是做不到的。用手工一个个进行缩放,是非常麻烦的事情。 这时,我们想到了复合字体设定中的一些功能。 在苹果电脑的InDesign的复合字体中,作为字体主体的中文,定位在所有字体项目的第一项,是不能被调整的。乍一看,这样做似乎不是很灵活,但是仔细分析起来,这样的方式是很有道理的。一种字体在创立的时候,字体开发者就已经仔细的考虑到它的形状了。即使我们在某些场合需要改变它的胖瘦高矮,那也是“字符样式”和“段落样式”的事情,而不应该是“复合字体”应具备的功能。 但是考虑到复合字体的特殊性,即它是由多个字体复合而成的一种特殊字体,所以,软件开发者也允许在其它的字体项目中,如日文,英文,数字,符号等的设定时,可以改变相关的长宽比例。而这种改变,不是改变它们的绝对数值,而是相对于字体主体即中文字体的相对数值。以此来满足使用者的需要,同时也避免了各种功能交叉带来的混乱。 下面接着务实。 虽然在此例中,设定复合字体时不能改变中文字体的长宽比例,但其它复合字体项目相对于中文字体的比例是可以调整的。所以我们可以调整其他的字体项目来达到目的。 如上例,可以把英文的水平缩放调整到130%。(此时,中文字体未进行水平缩放,那么它的初始值为100%。)

然后在段落设定中对这款复合字体进行水平缩放设定为80%。由于我们在设定复合字体的英文字符时,将它设定为130%,那么,现在中文字体改为80%后,英文的水平缩放的比例自然即是110%了。用这种方法就可以达到客户的要求了。 [本帖最后由鸿羽于2006-12-12 13:09 编辑] 如何尽快掌握InDesign 如何尽快掌握InDesign? 为了使朋友们尽快掌握InDesign的使用方法,下面,我们通过一个例子来说明它的操作过程。做之前,先要说两句。乍一接触Indesign,许多朋友会觉得很不熟悉,很不适应。尤其是它的操作理念与PageMaker有很大的不同。大家总是要下意识地把Indesign和后者比较,当你对于Indesign还不能熟练掌握的时候,对于Indesign的优势和强大功能也许并没有很深的体会,进而就会认为Indesign还不如以前的PageMaker,笔者在开始使用Indesign的时候同样有这种错觉。 不过,当你踏踏实实的坐在电脑前,右边点一支烟,左边泡一杯茶,面前翻开说明书,用上一两天的时间,忘掉你曾经熟悉的PageMaker,专心致志地研究Indesign的每一项功能,并且仔细想想这些功能会给我的排版工作带来多大的方便,在电脑上反复试试。这样,你就会逐步地熟悉它喜欢它,就会在Indesign的自由王国中遨游。最终,Indesign必将会成为你须臾不可离开的工具。必将会伴随你制作出精美、出众、令旁人赞不绝口的好作品! 好了,废话少说。我们现在先做一个小册子。 通常分为四个步骤:建立版面;排版;调整和修改;输出。 一、建立版面: 1)选文件菜单—新建—文档。 2)在出现的对话框中进行设定:先决定基本页数。选中“主版文本框”以便于以后的

(完整版)Indesign基础教程

Indesign基础授课人:张磊 首先,在开始学习前需要知道的: 1、indesign主要是用来为图文类的书、杂志等成册的印刷品排版的软件 2、我们一般用indesign来排书的内文而不做封面(封面文件用illustrator做),indesign相当于一本书,里面会显示所有的页面,一般来说,第一页是书正文右边的页面,从第二页开始,就是对页显示) 3、我们在排版过程中,一般来说,做的最多的就是置入图片、置入文字内容、做一定的装饰性的图形或字符、制作页码、页眉。通过你自己的设计、编排来实现协调、有秩序、有美感的版面。(这其中核心的内容就是对图片的大小、位置进行编辑,有时还需要对图片进行裁切或者效果的编辑;对文字的字体、大小、字的间距、行间距等进行设计和编辑;做一些创意性的装饰图纹等) 一、【新建文档】 这里可以设置页面的大小、页数 如果初次设置的页数不够的话,也没关系,在窗口中的“页面”中可以右键“插入页面”or“删除跨页“来修改。 新建文档

二、【设置边距和分栏】 设置边距主要就是要设置好‘版心’(即版面内文主体)所占的面积边距就是版心距离裁切边上、下、左、右的距离 这里可以设置栏数和栏间距,这个不用讲,你设置一下就明白了 设置边距分栏

对页 图中所表示的就是一个对页的样子 最外边的红色线是出血线,我们所有的出血的图都要做到这个边线才可以, 目前我们看到的这个页面是分2栏的栏间距是5毫米。 这些线条都是辅助我们排版对齐用的,如果你想看排好后的效果,可以用control+: 来看到没有辅助线的版面~ 合适的版心是需要耐心去调整的,有时候只是1、2毫米的差别整体的效果就会很不一样。设计版心的时候一要考虑文字量的大小,二要考虑整本书的图片量,在最初就对正本书图文关系有一个统一的规划。 有些书为了版式的新颖和体现书的独特风格于气质,运用比较特殊的版心,例如天(上边距大)特别开的占到1/3页面的,或者版心在一个页面的左侧或右侧,留下一部分空白等等,这些都需要你去设计和不断的尝试,所有的设计都没有完全固定的标准,力求做到方便阅读、适合、美观。

简易indesign教程

简易indesign教程(1)-认识indesign 1、indesign主要是用来为图文类的书、杂志等成册的印刷品排版的软件 2、我们一般用indesign来排书的内文而不做封面(封面文件用illustrator做),indesign 相当于一本书,里面会显示所有的页面,一般来说,第一页是书正文右边的页面,从第二页开始,就是对页显示) 3、我们在排版过程中,一般来说,做的最多的就是置入图片、置入文字内容、做一定的装饰性的图形或字符、制作页码、页眉。通过你自己的设计、编排来实现协调、有秩序、有美感的版面。(这其中核心的内容就是对图片的大小、位置进行编辑,有时还需要对图片进行裁切或者效果的编辑;对文字的字体、大小、字的间距、行间距等进行设计和编辑;做一些创意性的装饰图纹等) 下面我们开始 【第一步,我们要新建一个文档】 这里可以设置页面的大小、页数 如果初次设置的页数不够的话,也没关系,在窗口中的“页面”中可以右键“插入页 面”or“删除跨页“来修改。 新建文档 【第二步,设置边距和分栏】 设置边距主要就是要设置好…版心?(即版面内文主体)所占的面积 边距就是版心距离裁切边上、下、左、右的距离

这里可以设置栏数和栏间距,这个不用讲,你设置一下就明白了 设置边距分栏 对页 图中所表示的就是一个对页的样子

最外边的红色线是出血线,我们所有的出血的图都要做到这个边线才可以 目前我们看到的这个页面是分2栏的栏间距是5毫米 这些线条都是辅助我们排版对齐用的,如果你想看排好后的效果,可以用control+: 来看到没有辅助线的版面~ 个人的习惯内边距比外边距稍大2-3毫米左右,因为内边是要装订的,这样看起来更方便一些。 合适的版心是需要耐心去调整的,有时候只是1、2毫米的差别整体的效果就会很不一样。设计版心的时候一要考虑文字量的大小,二要考虑整本书的图片量,在最初就对正本书图文关系有一个统一的规划。 有些书为了版式的新颖和体现书的独特风格于气质,运用比较特殊的版心,例如天(上边距大)特别开的占到1/3页面的,或者版心在一个页面的左侧或右侧,留下一部分空白等等,这些都需要你去设计和不断的尝试,所有的设计都没有完全固定的标准,力求做到方便阅读、适合、美观。 【知识点1:页面】 页面窗口是很重要的一个项,我们的鼠标会经常停留在这里

Indesign排版软件使用技巧

应用技巧类(D) Q: (D001) 使用InDesign 过程中修改了一些偏好设定,如果要回复到安装InDesign 时的原预设设定,该如何操作? A: 退出InDesign ,重新启动InDesign ,同时按下[Ctrl/Commnad] + [Shift] + [Alt]键,会弹出提问窗口:是否要删除InDesign 偏好设定档案?按下“是”则可删除使用过程中储存的偏好设定档案,回复到安装InDesign 时的原预设设定状态。 Q: (D002) 我在排版过程中,经常要用到一些相同的字体、字号、度量单位、笔画粗细等。每次都要做一些重复的操作,非常麻烦。如何预先设定并储存这些共享的设定,提高排版效率? A: 开启InDesign ,在未开启任何文檔(包括新建)之前,在字符面板字体列表中选取相应的字体及其大小,在“偏好设定”中选取相应的度量单位……完成上述操作后,这些设定就可预先储存下来,直至下次修改。(注:如果做上述设定时开启了某个文檔,则这些预设定就只能随该文檔储存,对其他或新建的文檔没有作用。) Q: (D003) 在排版中常用的工具箱、面板等占去了不少屏幕位置,给预视版面效果造成不便,有没有办法隐藏它们,需要时又可以快速地显示出来呢? A: 有,按下[ Tab ] 键即可将屏幕上已开启的面板及工具箱隐藏起来,只显示主要的菜单和已开启的文檔;再次按下[ Tab ] 键则又会重新显示(注意:按下[ Tab ] 键之前确保当前所选工具不是文字工具)。 Q: (D004) 在排版时经常要选用手形工具滚动版面查看或编辑文檔,如何快速将当前所选工具切换成手形工具呢? A: 按下[ 空格键] 当前所选工具图标(文字工具例外)即变为手形工具图标,用户即可用之滚动版面,松开[ 空格键]又回复成原工具图标。(注意:按下空格键之前确保当前所选工具不是文字工具。处于文字工具状态时必须按下Alt键才会切换成手形工具,否则将在文稿框中插入空格。) Q: (D005) 如何利用鼠标中间的滚轮翻阅版面? A: 在翻阅较大的版面时,通常可以利用鼠标中间的滚轮上下滚动屏幕。如果在滚动时按下[ Alt ]键,则可以水平方向滚动屏幕;按下[ Ctrl ]键则可以将整个版面以中心点为原点进行放大或缩小。 Q: (D006) 利用字符、段落样式面板窗口下端的“创建新样式”按钮新增样式时,可以自动调出样式选项窗口吗?

排版天才InDesign

Adobe的In Design是一个定位于专业排版领域的全新软件,虽然出道较晚,但在功能上反而更加完美与成熟。In Desig n博众家之长,从多种桌面排版技术汲取精华,如将QuarkXPress和Corel — Ventura (著名的Corel公司的一款排版软件)等高度结构化程序方式与较自然化的PageMaker方式相结合,为杂志、书籍、广告等灵活多 变、复杂的设计工作提供了一系列更完善的排版功能,尤其该软件是基于一个创新的、 面向对象的开放体系(允许第三方进行二次开发扩充加入功能),大大增加了专业设计人员用排版工具软件表达创意和观点的能力,功能强劲不逊于QuarkXPress,比之PageMaker则更是性能卓越;此外 Adobe与高术集团、启旋科技合作共同开发了中文 In Design,全面扩展了 In Desig n适应中文排版习惯的要求,功能直逼北大方正集团(FOUNDER的集成排版软件飞腾(FIT),可见,In Desig n的确非同一般。 所谓版面编排设计就是把已处理好的文字、图像图形通过赏心悦目的安排,以达到突出主题为目的。因此在编排期间,文字处理是影响创作发挥和工作效率的重要环节,是否能够灵活处理文字显得非常关键,In Desig n在这方面的优越性则表现得淋漓尽致,主要体现在以下几点: 1.文字块具有灵活的分栏功能,一般在报纸、杂志等编排时,文字块的放置非常灵 活,经常要破栏(即不一定非要按版面栏辅助线排文),这时如果此独立文字块不能分栏,就会影响编排思路和效率。而PageMaker却偏偏不具有这一简单实用的功能, 而是要靠一系列非常烦琐步骤去实现:文字块先依据版面栏辅助线分栏,然后再用增效工具中的“均衡栏位”齐平,最后再成组以便更改文字块的大小时不影响等同的各 栏宽等等。而In Design就具有灵活的分栏功能,单这点上就与一直强于PageMaker 的QuarkXPress和FIT站在了同一水平线上。 2.文字块和文字块中的文字具有神奇的填色和勾边功能,In Desig n可给文字块中的文字填充实地色或渐变色,而且可给此文字勾任意粗的实地色或渐变色的边。同时,对此文字块也可给予实地色或渐变色的背景,文字块边框可勾任意粗的实地色或渐变 色的边框,这样烦琐的步骤,In Desig n用其快捷的功能可一气呵成,而 PageMaker 单靠其“文字背景”功能是完不成的,甚至得借助其它软件来实现,就连QuarkX—Press也只能望其项背。特别是文字块和文字块中的文字的渐变色勾边这一功能,也只有FIT可与其抗衡。 3.文字块内的文字大小变化灵活,当我们进行编排时,往往会遇到想对某段文字块 中的某些文字作一些特别强调,如大小、长短变化等等,In Desig n就为您提供了这一方便功能。InDe — sign可让文字块内的文字在 XY轴方向改变大小且可任意倾斜,而PageMaker文字块中的文字却只能在 X轴方向改变,更不能倾斜。更神奇的是 In Desig n中整个文字块可用“缩放键”放大和缩小(其中文字也相应放大和缩小),这项绘图软件特有优秀的功能被In Desig n引进,从而大大减少了由于版面变化而改 变版式的工作量,提高了工作效率。而PageMaker却只能望尘莫及,老老实实的从改变字号大小开始重新安排版面,费时费力。 4.文字块的文字在间距控制上更自由,一般在排文时常常会遇到文字块最后一栏的最后一行不能与前面栏的最后一行平齐等等问题,这时可能就需要调整字距 (Tracki ng )来实现了。In Design的文字字距可简单的通过设定任意的数值来调整,

Indesign

Indesign教案 第一讲Indesign的概述 一.简介 1.由美国的adobe公司与1999年9月1日推出一个创新的排版设计软件Indesign。 2.Adobe InDesign是一个全新的,宣告针对艺术排版的程序,提供给图像设计师、产品包 装师和印前专家。 3.它能够制作几乎所有出版物,从书籍、手册到传单、广告、书信、外包装以至PDF电子 出版物和HTML网页,几乎无所不能。 4.与其它软件的区别:1)QuarkXPress曾经是全球范围内公认的优秀排版软件。但对于中文 用户来,昂贵的价格、缓慢的版本升级速度、缺少学习途径和参考资料、缺乏技术支持和后期服务(如输出)等因素,限制了Quark的普及,使得Quark的应用基本局限在一些不得不使用Quark的用户中间(如一些跨国企业或需要处理来自国外的Quark文件的用户)。 2)虽然Freehand支持多页面排版,但它甚至没有在排版中最为基本的自动页码;同样,Freehand也只有段落样式,而没有字符样式。因此,在排多页面的文档(如杂志、书籍)时,Freehand并不是一个高效率的工具。 3)PageMaker在相当长一段时间内都是杂志排版最主要的应用软件。不过,它在各方面的缺陷几乎每个人都了如指掌。 二.启动与界面布局: 1.启动:开始—程序—Adobe InDesign 2.界面布局:标题栏、菜单栏、属性栏、工具箱、浮动调板、泊槽(窗口)、绘图区 3.注意: . 按tab键可以隐藏或显示工具箱、属性栏、浮动调板、泊槽;按shift+tab可以隐藏或显示除工具箱和属性栏外的其他浮动调板。 . 按alt键并单击工具,可以在隐藏工具和非隐藏工具间切换。 ●. 常规模式和预览模式可以通过w在他们之间切换。 三.基本操作 1.新建:ctrl+n . 页数:最多为9999页。 . 对页: 选择此选项可以使双页面跨页中的左右页面彼此相对。 ● . 主页文本框架: 选择此选项,将创建一个与边距参考线内的区域大小相同的文本框架,并与所指定的栏设置相匹配。此主页文本框架将被添加到主页A 中。 ? .页面大小:共有23种纸张类型。可以编辑宽度与高度。页面方向与装订方式。 页面最小为4.233毫米*4.233毫米。最大为5486.4毫米*5486.4毫米。 ? .出血:出血区域用于对齐对象扩展到文档裁切线外的部分。出血区域使您可以打印排列在已定义页面大小边缘外部的对象。 ? .辅助信息区:辅助信息区域用于显示打印机说明、签字区域文档的其他相关信息。将文档裁切为最终页面大小时,辅助信息区将被裁掉。 ? .边距与分栏 ? .版面网格:InDesign 的版面网格与传统版式纸页面设计的区别在于,可以根据需要修改基准字体大小、描边宽度、页面数和其他元素,以创建自定版面。 页面设置:文件—页面设置(ctrl+alt+p) 2.打开:ctrl+o 3.置入:ctrl+d (置入图片的格式:AI.PSD.TIFF.JPEG.BMP.PDF.DCS.EPS.PICT.WMF.EMF.PCX.PNG.SCT)

InDesign简介adobe indesign软件的优点和其他软件的对比

一、InDesign简介 对于国内的MAC和PC普通用户来说,在印前设计专业领域中使用最广泛的排版软件是Adobe公司的PageMaker,但这并非说明PageMaker是最优秀的。Quark公司的QuarkXPress(欧美大部分国家地区使用其)和北大方正集团(FOUNDER)的飞腾(FIT)在专业性能上比PageMaker更胜一筹,只是由于种种因素而使得这两种软件得不到广泛应用。例如,Quark公司一直以来投放的重点不是中国国内,因此简体中文MAC版升级慢,PC版本更是少见;而方正飞腾(FIT)主要是配合北大方正集团开发的另外一些软件专攻报社、出版社等具有连贯性、系统性的大型对象,另外FIT的后端照排输出也有局限性,即FIT的PS文件只能在昂贵的方正RIP上输出等等,所以普通用户才不得不使用升级快、输出方便但功能不能让专业人士满意的PageMaker。 由于PageMaker是Adobe公司原先从Aldus公司继承过来的,其核心技术相对陈旧,存在许多缺点,单凭PageMaker击败QuarkXPress 在印前设计专业领域长期占一席之地,显然是不可能的,于是Adobe 公司另辟蹊径在1999年9月1日发布了一个功能更强大的排版软件,作为其10年来在排版领域受Quark公司压制的反击和完全实现其桌面出版系统龙头老大的位置,这个创新的排版软件就是InDesign。 InDesign博众家之长,从多种桌面排版技术汲取精华,如将

QuarkXPress和Corel-Ventura(著名的Corel 公司的一款排版软件)等高度结构化程序方式与较自然化的PageMaker方式相结合,为杂志、书籍、广告等灵活多变、复杂的设计工作提供了一系列更完善的排版功能,尤其该软件是基于一个创新的、面向对象的开放体系(允许第三方进行二次开发扩充加入功能),大大增加了专业设计人员用排版工具软件表达创意和观点的能力,功能强劲不逊于QuarkXPress,比之PageMaker则更是性能卓越;此外Adobe与高术集团、启旋科技合作共同开发了中文InDesign,全面扩展了InDesign适应中文排版习惯的要求,功能直逼北大方正集团(FOUNDER)的集成排版软件飞腾(FIT),可见,InDesign的确非同一般。 二、InDesign的优点 所谓版面编排设计就是把已处理好的文字、图像图形通过赏心悦目的安排,以达到突出主题为目的。因此在编排期间,文字处理是影响创作发挥和工作效率的重要环节,是否能够灵活处理文字显得非常关键,InDesign在这方面的优越性则表现得淋漓尽致,下面通过在版面编排设计时的一些典型的例子加以说明。 1.文字块具有灵活的分栏功能,一般在报纸、杂志等编排时,文字块的放置非常灵活,经常要破栏(即不一定非要按版面栏辅助线排文),这时如果此独立文字块不能分栏,就会影响编排思路和效率。

《Indesign排版设计》课程教学大纲

《Indesign排版设计》课程教学大纲 总学时:64(理论:32 实验:32) 学分:4.0(理论:2 实验:2) 开课单位:信息与电子工程学院 适用专业:信息管理与信息系统 一、课程的性质和目的 (一)本课程是信息管理与信息系统专业的一门专业选修课程。 (二)课程的教学目的 通过本门课程的学习,使学生掌握InDesign软件的基本操作、出版物设计在印刷过程中的输出环节、名片设计、报纸版面设计、宣传单页设计、画册设计、期刊杂志设计及书籍设计与制作等知识点,能够对排版设计工作有比较全面的了解,具备排版设计能力,为学生今后从事平面设计行业打下良好基础。 二、课程内容和要求 (一)InDesign的基本操作 1.软件基础知识:了解并熟悉InDesign的软件界面,掌握菜单、工具箱和面板的使用。 2.设计基础知识:了解版面结构设计的相关知识,掌握色彩基础知识及配色原则。(重点/难点) (二)文字的基本操作 1.名片设计:掌握名片制作过程,掌握文字在名片设计中的应用,掌握名片设计相关知识。(重点) 2.会员卡设计:掌握会员卡制作方法,掌握文字在会员卡设计中的应用,掌握会员卡设计相关知识。 3.宣传单页设计:掌握置入文字的方法,掌握文本框架的使用,掌握字体面板的使用。(重点) 4.报纸广告设计:了解图片效果的简单设计,掌握文字效果的设置。 (三)文字的进阶操作 1.宣传册设计:掌握字体样式的设置,掌握复合字体的设置。(重点/难点)

2.宣传折页设计:掌握串接以及断开文本的方法,段落样式的设置和应用,了解载入样式,掌握样式的应用。(重点) 3.超市DM设计:掌握段落样式的使用,掌握嵌套样式的使用。(重点/难点) (四)图形的绘制及颜色填充 1.宣传页中线路图的制作:掌握路径的绘制,掌握路径中点的操作,掌握直接选择工具的使用,掌握描边样式的设置。(重点) 2.舞台布景设计:掌握图形的绘制,掌握路径查找器的使用,掌握颜色的设置。(重点) 3.灯箱广告设计:掌握路径的操作,掌握角选项的设置。 (五)艺术文字的效果 1.书籍名称的文字设计:掌握文字转曲的方法,掌握文字变形。(重点) 2.广告口号的文字设计:掌握装饰文字的设置,掌握透明度效果的设置。 (六)图片的编辑与管理 1.室内表现公司的画册设计:掌握图片的置入方法,掌握图片的大小设置。(重点) 2.风景画册设计:掌握如何修复图片缺失链接,掌握检查图片分辨率和色彩空间。(重点) 3.菜谱设计:掌握图片的编辑,掌握对齐面板的使用,掌握图像效果的设置。 (七)编辑处理表格 1.销售单的制作:掌握单元格的设置,掌握设置文字内容属性。 2.特殊形状表格的制作:掌握置入表格的方法,掌握续表的制作,掌握表头及表线设置。(重点) 3.其他软件表格的编辑处理:了解如何在InDesign操作环境下编辑Word表格和Excel 表格。 (八)图书版面、内文版式设计 1.人文类图书设计:掌握如何新建页面,掌握主页的设置。(重点) 2.计算机类图书设计:掌握库的使用,掌握排版设计图文。 3.杂志内文版式设计——版面融合:掌握图层分类管理页面元素,掌握查找/替换操作,掌握链接面板的使用,了解书籍的使用。(重点) (九)目录的生成 1.期刊目录的设计:掌握目录样式的设置,掌握前导符的样式设置。(重点/难点) 2.杂志目录的设计:掌握书籍目录的生成方法。

InDesign常用快捷键

InDesign常用快捷键 F1 显示当前程序或者windows的帮助内容。 F2 当你选中一个文件的话,这意味着“重命名” F3 当你在桌面上的时候是打开“查找:所有文件” 对话框 F10或ALT 激活当前程序的菜单栏 windows键或CTRL+ESC 打开开始菜单 CTRL+ALT+DELETE 在win9x中打开关闭程序对话框 DELETE 删除被选择的选择项目,如果是文件,将被放入回收站SHIFT+DELETE 删除被选择的选择项目,如果是文件,将被直接删除而不是放入回收站

CTRL+N 新建一个新的文件 CTRL+O 打开“打开文件”对话框 CTRL+P 打开“打印”对话框 CTRL+S 保存当前操作的文件 CTRL+X 剪切被选择的项目到剪贴板 CTRL+INSERT 或CTRL+C 复制被选择的项目到剪贴板 HIFT+INSERT 或CTRL+V 粘贴剪贴板中的内容到当前位置 ALT+BACKSPACE 或CTRL+Z 撤销上一步的操作 ALT+SHIFT+BACKSPACE 重做上一步被撤销的操作 Winndows键+M 最小化所有被打开的窗口 Windows键+CTRL+M 重新将恢复上一项操作前窗口的大小和位置Windows键+E 打开资源管理器 Windows键+F 打开“查找:所有文件”对话框 Windows键+R 打开“运行”对话框 Windows键+BREAK 打开“系统属性”对话框 Windows键+CTRL+F 打开“查找:计算机”对话框 SHIFT+F10或鼠标右击打开当前活动项目的快捷菜单 SHIFT 在放入CD的时候按下不放,可以跳过自动播放CD。在打开word的时候按下不放,可以跳过自启动的宏 ALT+F4 关闭当前应用程序 ALT+SPACEBAR 打开程序最左上角的菜单 ALT+TAB 切换当前程序

InDesign排版技巧

InDesign排版技巧 1.自动排文 InDesign的自动排文很方便,只要在置入对话框中单击“打开”的同时按住“shift”键即可,这样无论多长的文章,都可以一次性置入。如果开始设置的页面不够,InDesign还会自动添加新的页面分色,而且置入之后各页面上的文本框之间会自动链接在一起。 2.制作异形文本框 在实际工作中,经常会碰到不规则的文本框,这在InDesign里制作是很方便的,有多种方法,本文仅介绍3种。 (1)使用添加节点工具在要改变形状部分添加相应节点数字印刷机,然后用直接选择工具拖动节点来修改形状。此法须借助参考线来定位。 (2)对两个或多个文本框进行路径查找操作,与图形的路径查找操作一样(InDesign 中很多针对图形的操作都可以应用于文本框)。 (3)先用图形工具创建好图形,再将文本工具置于图形之内,此时的图形将自动变为文本框。 方法(3)可以说是最方便的,而且图形的形状可以任意编辑。 3.多主页处理 处理多主页是InDesign的一个强大功能人物,极大地方便了同一本书内多个页眉的排版工作。主页设置好之后,只要选择将主页应用于第几页到第几页(右击主页名称,选择“将主页应用于页面”,设置相应页面)即可。但页码的处理需要注意,因为页码要求是连续的Adobe,所以在每个主页上都应该设置自动页码。 4.暗码和无码的处理 在对杂志或图书进行排版时,经常会碰到暗码和无码的情况。所谓暗码,是指某一页占页数但不显示页码,如某一章的起始页经常要采用暗码。无码是指某一页既不占页数,也不显示页码的情况色彩,如插页。在InDesign中处理暗码的方法如下:选中要设置暗码的页面,执行覆盖主页项目(右击或按快捷键“Alt+Shift+Ctrl+L”),然后选中页码部分“删除”即可。 无码的处理则相对麻烦。要用到页面浮动面板当中的“页码和章节选项”。需先把要设置为无码的页面用前面处理暗码的方法删除页码,然后选择紧接着的页面,在右键菜单中或页面浮动面板的展开菜单中选择“页码和章节选项”秋山国际,在对话框中选择“开始新章节”,选中“起始页码”选项,在后面的输入框中输入要接排的页码即可。 5.不规则图像的文本绕图 数码相机或其他图像输入设备生成的图像大都是矩形的,而实际应用当中有时会遇到非矩形的情况,我们可以把这一类型的图像归为不规则图像。这类图像在InDesign里的文本绕图处理可分2种情况来讨论:若目标图像(即需要保留的图像部分)周围的底色(即需要去除的图像部分)比较单一(如白底)覆膜,这时只须选中图像,执行“对象/剪贴路径/检测边缘”,修改相应参数即可;如果目标图像和周围底色没有清晰分界,即底色本身就是非纯色,或者说灰度值不统一平版印刷,那么就必须进行去底处理。去底的方法有很多,下面主要介绍3种方法以供参考。 (1)如果图像已置入InDesign页面中,可以通过修改容器的形状从而约束图像的形状,此时图像实质上并没有变,变的只是容器的形状。 (2)如果图像暂未置入InDesign中区域报道,可以先在Photoshop去底(具体方法是在Photoshop用钢笔工具勾出目标图像的路径,然后在路径面板中保存路径,再执行剪贴路

indesign常用快捷键整理

比较常用的INDESIGN快捷键 功能栏:工具 按钮工具 --- 默认-b 笔型工具 --- 默认-p 测量工具 --- 默认-k 放大镜工具 --- 默认-z 剪刀工具 --- 默认-c 渐变工具 --- 默认-g 交换填充和笔画的激活状态 --- 默认-x 交换填充和笔画颜色 --- 默认-shift+x 矩形工具 --- 默认-m 矩形框架工具 --- 默认-f 开关文本和对象控制 --- 默认-j 路径文字工具 --- 默认-shift+t 铅笔工具 --- 默认-n 倾斜工具 --- 默认-o 删除锚点工具 --- 默认-- 手形工具 --- 默认-h 缩放工具 --- 默认-s 添加锚点工具 --- 默认-= 椭圆形工具 --- 默认-l 文字工具 --- 默认-t 吸管工具 --- 默认-i 旋转工具 --- 默认-r 选取工具 --- 默认-v 应用渐变 --- 默认-. 应用默认填充和笔画颜色 --- 默认-d 应用无色 --- 默认-num /, 默认-/ 应用颜色 --- 默认-, 在默认和预览之间切换查看设置 --- 默认-w 直接选取工具 --- 默认-a 直线工具 --- 默认-\ 转换锚点工具 --- 默认-shift+c 自由变换工具 --- 默认-e

功能栏:版面菜单 末页 --- 默认-shift+ctrl+page down 上一跨页 --- 默认-alt+page up 上一页 ---默认-shift+page up, 文本-shift+page up 首页 --- 默认-shift+ctrl+page up 下一跨页 --- 默认-alt+page down 下一页---默认-shift+page down, 文本-shift+page down 向后 --- 默认-ctrl+page up 向前 --- 默认-ctrl+page down 功能栏:帮助菜单 indesign帮助... --- 默认-f1 功能栏:编辑菜单 查找/替代... --- 默认-ctrl+f 查找下一个 --- 默认-ctrl+alt+f 撤消 --- 默认-ctrl+z 复制 --- 默认-shift+ctrl+alt+d 剪切 --- 默认-ctrl+x 拷贝 --- 默认-ctrl+c 连晒... --- 默认-shift+ctrl+v 偏好设定: 一般... --- 默认-ctrl+k 拼写检查... --- 默认-ctrl+i 清除---默认-backspace, 默认-ctrl+backspace, 默认-删除, 默认-ctrl+删除取消选取 --- 默认-shift+ctrl+a 全选 --- 默认-ctrl+a 原地粘贴 --- 默认-shift+ctrl+alt+v 在文章编辑器中编辑 --- 默认-ctrl+y 粘贴 --- 默认-ctrl+v 粘贴入 --- 默认-ctrl+alt+v 重做 --- 默认-shift+ctrl+z 功能栏:表格菜单 表格选项: 表格设置... --- 默认-shift+ctrl+alt+b 插入: 列... --- 表格-ctrl+alt+9 插入: 行... --- 表格-ctrl+9 插入表格... --- 文本-shift+ctrl+alt+t

InDesign教程

InDesign教程 下面我就给大家找找IndesignCS2中的一些小细节。 (一) 工具板的细节 1. 常用的“上标”和“下标” 在IndesignCS2中,根据不同的工具选择,“工具板”中的内容也会相应的做出调整,所以在使用中请多多注意细节的变化,会节省很多寻找的时间。 在“选择工具”状态时“工具板”的很多细节还没有出现在“文字工具”状态时“工具板”的细节才会出现,“上标”和“下标”就在这里了。 2. “下划线”和“斜体”在哪? 在IndesignCS2中,根据不同的工具选择,“工具板”中的内容也会相应的做出调整,所以在使用中请多多注意细节的变化,会节省很多寻找的时间。

在“选择工具”状态时“工具板”的很多细节还没有出现在“文字工具”状态时“工具板”的细节才会出现,“下划线”和“斜体”就在这里了。 3.不必找菜单命令,直接翻转图像 在Pagemake的工具板里有一个命令是直接翻转图像,但在Indesign中却没有了,可在菜单中又找不到命令,是没有了吗?当然不是。 除了在工具板菜单里可以找到以外还有更简便的方法。 选中要翻转的图像,向反方向拖动图片框即可,容易吧! 4.. 部分常用工具板细节

没有选择任何物件时的状态选择了物件后的状态,其中包含和很多可改变物件特性的选项,可以进行快速的变换。 选择“字符格式控制”时的状态选择“段落格式控制”时的状态 (二) 被你忽略的表格细节 通常表格一向被视为Excel的强项,不过在平面设计中免不了要和表格打交道,有时很多复杂的表格要被搬到设计文件中,以往的做法不是重排就是要损失很多特性,不但如此,要想修改也是麻烦的很,所以很多设计人员一听说有表格就摇头,不过IndesignCS2的强大表格功能,会使导入表格的排版和修改工作成为令人愉快的娱乐活动。 不过IndesignCS2表格功能的一些极细微的细节还是有很多朋友没有注意到,经常有朋友打电话问我一些小

Indesign 排版技巧

Indesign 排版技巧及插件汇总 InDesign CS3 2009-09-05 09:42:06 阅读1647 评论0 字号:大中小订阅 Indesign 复合字体中的比例设定 客户要求在排版时正文用复合字体,但是中文要水平缩放到原来的80%,英文要水平所放到原来的110%。 复合字体做为一种用户自己创造的特殊的字体,在创立后,它也是一款字体。而在文字控制板中只能对某一款字的全部进行缩放,只对一款字体的某些字符进行自动缩放是做不到的。用手工一个个进行缩放,是非常麻烦的事情。 这时,我们想到了复合字体设定中的一些功能。 在苹果电脑的InDesign的复合字体中,作为字体主体的中文,定位在所有字体项目的第一项,是不能被调整的。乍一看,这样做似乎不是很灵活,但是仔细分析起来,这样的方式是很有道理的。一种字体在创立的时候,字体开发者就已经仔细的考虑到它的形状了。即使我们在某些场合需要改变它的胖瘦高矮,那也是“字符样式”和“段落样式”的事情,而不应该是“复合字体”应具备的功能。 但是考虑到复合字体的特殊性,即它是由多个字体复合而成的一种特殊字体,所以,软件开发者也允许在其它的字体项目中,如日文,英文,数字,符号等的设定时,可以改变相关的长宽比例。而这种改变,不是改变它们的绝对数值,而是相对于字体主体即中文字体的相对数值。以此来满足使用者的需要,同时也避免了各种功能交叉带来的混乱。 下面接着务实。 虽然在此例中,设定复合字体时不能改变中文字体的长宽比例,但其它复合字体项目相对于中文字体的比例是可以调整的。所以我们可以调整其他的字体项目来达到目的。 如上例,可以把英文的水平缩放调整到130%。(此时,中文字体未进行水平缩放,那么它的初始值为100%。) 然后在段落设定中对这款复合字体进行水平缩放设定为80%。由于我们在设定复合字体的英文字符时,将它设定为130%,那么,现在中文字体改为80%后,英文的水平缩放的比例自然即是110%了。用这种方法就可以达到客户的要求了。 如何尽快掌握InDesign 如何尽快掌握InDesign? 为了使朋友们尽快掌握InDesign的使用方法,下面,我们通过一个例子来说明它的操作过程。做之前,先要说两句。乍一接触Indesign,许多朋友会觉得很不熟悉,很不适应。尤其是它的操作理念与PageMaker有很大的不同。大家总是要下意识地把Indesign和后者比较,当你对于Indesign还不能熟练掌握的时候,对于Indesign的优势和强大功能也许并没有很深的体会,进而就会认为Indesign还不如以前的PageMaker,笔者在开始使用Indesign的时候同样有这种错觉。 不过,当你踏踏实实的坐在电脑前,右边点一支烟,左边泡一杯茶,面前翻开说明书,用上一两天的时间,忘掉你曾经熟悉的PageMaker,专心致志地研究Indesign的每一项功能,

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