In this paper I consider the structure of the interactions between man and his environment by means of C.W.Morris' semiotic system. The structure consists of the following two kinds of processes. (fig 1) (1) The encoding process which is in the relation between a producer and his environment. (2) The decoding process which is in the relation between a user and his environment. And I show the following three kinds of educational design methods to combine these two processes. First of all, I call the method 'syntactic design method^1' which has the following design processes. (1) To decide the elements and their structure. (2) To construct the elements based on the structure. We can produce a lot of things automatically by means of this syntactic design method. The method looks like our language which we can produce a lot of sentences by means of the words and their grammer. I show the two examples of this method which are my works, (fig 3,4) Second, I call the method 'semantic design method^2'. We can use this method for designing such things as games, artificial languages, some kinds of diagrams, and so on, when we have to obey the established rule in the usage of the things. This method has the following design processes. (1) To decide the relation based on the rule between the thing which is going to be designed and the referent which is such as the function of it. (semantic level) (2) To construct the thing by means of the syntactic design method, (syntactic level) I show the examples of this method, which is my design of 'chess man'. (fig 5) Third, I call the method 'pragmatic design method'. We can use this method,when we design new things or chenge the rule in the usage of the things. This method has the following design processes. (1) To research the characteristics of the user and the context which he uses the thing and find out the most effective aspect for designing, (pragmatic level) (2) To establish the new rule in the usage of the thing and to decide the relation between the thing and the referent, based on the rule (semantic level) (3) To construct the thing, by means of the syntactic design method, (syntactic level) I show the examples of this method, which are my designs of 'international pictorial signs' and 'a map for blind person', (fig 7, 8) Above three kinds of design methods have the following structure, (fig 2) The pragmatic design method concludes the semantic design method and the semantic design method concludes the syntactic design method. The aim of these design methods is to establish 'an intermediated technology for design education' which combines the above encoding and decoding processes. 1. syntactics : that branch of semiotic that studies the way in which signs of various classes are combined to compound signs. 2. semantics : that branch of semiotic which studies the signification of signs. 3. pragmatics : that branch of semiotic which studies the origin, the uses, and the effects of signs." ("Writings on the General Theory of Signs" by C. Morris)

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The purpose of this study is to make clear the features of Exhibition projects, consided as one area of display. In this report, "exhibiting time" and part of "exhibiting cost" are analyzed and considered through the data concering main exhibitions held in Japan and other countries. The contents are : 1. Analyses and considerations of time-elements of exhibition. (1) Term of exhibition (2) Time of opening (3) Timing 2. Analyses and considerations of "cost of space" and "entrance fee."

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Generally speaking about Japanese chests in the Middle Ages, Chinese style chest used for keeping treasures of shrines and temples have survived in their store rooms. But the pictures of many chests chracterzed by "vertical lines" and "horizontal lines" on the side of the chest are found in the Middle Age scrolls. They seem to have been destroyed in the Edo Era. So there are no longer any memories of its construction, scale and how to make it. This paper makes clear the mystrey of "vertical lines" and "horizontal lines" by re-examination of the scrolls, old tray served for meal and woodwork tools at the time. That is, they are given by splitting thine boards side by side. The result of these investigations, I restored the long chest referred to the middle 12th century document which mentioned the parts of chests. It is a very curious long and light chest made of split needle-leaf tree, without the use of saw and planner. Fig. 10 and 11 show parts and construction of the chest.

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