The teaching of environmental design art in China is a new teaching topic in recent years. It is also because in recent years, China has paid more and more attention to environmental design, so the major of environmental art design has been paid more and more attention. And since the rise of environmental art and design industry, it has gradually developed very well. At present, people pay more and more attention to environmental art design, and many experts and scholars have made a very in-depth study on related environmental art design. In this paper, sporadic teaching in environmental art design teaching is deeply studied and discussed.

First, the current constraints on the development of environmental art teaching

1, due to the influence of traditional education in China and the bondage of exam-oriented education, the assessment system still follows the relevant systems under the traditional teaching situation, and the forms and answers of assessment are all traditional educational forms, with fixed patterns and fixed answers. However, this form of fixed standard answers limits students' thinking development and innovative consciousness to some extent. At present, many colleges and universities have a certain order in the professional aspects related to environmental art design. Teaching according to the modeling foundation, design theory, design foundation and professional design foundation can clearly see that students need to study according to certain strict teaching standards in the process of learning, but this will confine students to the existing educational model and hinder their ideological innovation and development. I can't give full play to my imagination and design ideas. In the process of learning, students are not good at changing their learning concepts and exerting their imagination and thinking. The horizontal and vertical development of the curriculum will affect students' learning situation, which is not conducive to improving students' learning interest and enthusiasm.

2. The change of students' thinking mode is restricted because students have been in the inherent learning mode and relatively closed education in the learning process. This form of education in environmental art-related teaching is mainly reflected in the fact that when students design a project, they only unilaterally carry out related environmental problems, but can't fully consider the economic and social environment of the design. Students only accept the teacher's relevant opinions to design, without their own innovative ideas. Therefore, when designing, the relative limitations have seriously affected students' thinking direction. Due to the influence of traditional education mode, students' innovative thinking has formed a single mode, which can not adapt to the current economic development situation. And students can't effectively combine design ideas and design thinking in the design process. The awareness in this respect is also very weak. Many students will not use their own thinking to innovate at all, but only design according to the teacher's teaching thinking, which is not only conducive to the display of design forms, but also the embodiment of students' innovative thinking.

3. Imprisoning students' innovative thinking. The most disadvantage of traditional teaching form to students is that it is more traditional and inhibits students' relatively open thinking. It is not conducive to students' innovation and mastering design-related knowledge. Of course, it is not only reflected in the students' thoughts. Teachers' ideological education for students is too traditional and dogmatic. Many teachers deny students' design works because they do not conform to or are exaggerated, which is very unfavorable to students' ideological innovation and will also dampen students' enthusiasm for learning and environmental design.

Second, divergent teaching in the embodiment of environmental art design

1) The application of divergent teaching in environmental design can make the relevant standard answers extend in many directions, which will promote the diversified development of environmental design teaching. No matter any idea about design, it is innovative for environmental design. Good ideas, good environmental design information points and good design concepts are all manifestations of environmental design innovation. Divergent teaching is mainly reflected in whatever innovative ideas and innovative consciousness. , may become the correct answer. Therefore, in the teaching of environmental design, we should pay more attention to cultivating students' innovative consciousness and independent thinking ability, so that students can gain more important design value and knowledge and skills about design and create better design products. And when designing specific lesson plans, teachers will teach students the relevant knowledge and design concepts that need to be explained in class. Divergent teaching not only subverts the gap between basic teaching and professional teaching of environmental design. And in the face of large-scale exams, students can master the state of different environmental designs at different stages, and at the same time, they don't have to worry too much about the mismatch of fixed answers. You can give full play to your imagination and show your ideas.

2) Give full play to students' ideas, so that students' ideas can be fully displayed. Imagination is the most amazing thing in the world. In the study of environmental art design, students' imagination of design is always inseparable. Divergent teaching can make students give full play to their imagination, and the design of environmental art can not be separated from students' innovative ideas. Divergent teaching can make students break the inherent thinking mode and adopt innovative thinking mode. It can change students' one-way thinking mode, slowly guide students to diversified thinking mode, and carry out innovative design concepts through multi-angle thinking. For the same design scheme, students need to think in many ways, extend their imagination infinitely and stimulate the unlimited potential of design concepts. On the basis of tapping the potential, various design extensions are carried out to maximize the design effect. With the diversified development of current economic forms, the design of environmental art can no longer be judged only from the surface, and students need to conduct in-depth analysis from multiple angles and then design.

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