First of all, change the teaching concept and reform the traditional teaching methods.
1. As far as the ability to acquire knowledge is concerned, the focus of teaching students some knowledge should be changed to stimulate students' interest in learning and cultivate students' learning ability. These are two completely different teaching methods. The former is mainly under the influence of teachers, students learn passively, and students generally have no choice but to rely on teachers to engage in learning activities. There is neither a high enthusiasm for participation nor a full commitment. In this process, teachers consciously or unconsciously regard students as containers of knowledge, which is contrary to quality education. The latter is that students actively explore knowledge under the guidance of teachers, emphasize students' interest in learning, and let students realize the fun of learning, so as to devote themselves to the activities of exploring knowledge, change passivity into initiative, and change passivity into initiative, with twice the result with half the effort.
2. As far as thinking ability is concerned, we should change the teaching method of giving students questions, ideas and conclusions into the teaching method of finding problems, solving problems and drawing conclusions by ourselves. There are essential differences between these two teaching methods. In the former, students' thinking activities basically start from other people's wrong thinking. In the whole teaching activity, students have no time, no opportunity and no thinking ability. This kind of teaching is tantamount to the teacher performing a puppet show. How the teacher moves, how the students move. In this way, a vivid and potential student becomes a teacher's mechanical doll. Many "geniuses" with individuality and active thoughts were "strangled" because they did not adapt to this teaching method. Quality education has become an empty talk again. In the latter, students' thinking is the real thinking of self-exploration. Real thinking should be to discover, analyze and solve problems by yourself. This is a real thinking process, a process of cultivating students' comprehensive quality, and it conforms to the purpose of quality education.
3. As far as practical ability is concerned, the practice of fashion design major has changed from students simply completing the homework assigned by teachers to creating a broad and healthy school stage and social stage, guiding students to invest themselves and choose themselves, so that students can participate in learning activities more actively, and then learn more knowledge, stimulate students' interest in learning and improve learning efficiency.
In short, fundamentally speaking, changing teaching concepts and teaching methods is to give students the opportunity to study, think and practice to the maximum extent, so that students can study hard, really think and practice, thus improving their learning ability; Develop their thinking ability, enhance their practical ability and create their innovative ability. Through the research of project teaching method, I found that project teaching method can realize this teaching concept well.
Second, the application of project teaching method
Project teaching method is a teaching activity carried out by teachers and students through the implementation of a complete project. It is an organic combination of theory and practice teaching in classroom teaching, fully tapping students' creative potential and improving their comprehensive ability to solve practical problems. Project teaching method effectively establishes the connection between classroom and social life, thus making students' learning more targeted and practical, and learning the skills necessary for future employment, including practical ability, analytical ability, comprehensive ability, adaptability, communication ability, cooperation ability and the ability to solve practical problems.
Project teaching method is a teaching method under the guidance of constructivism theory. Let students learn in the process of finding, asking and solving problems under the guidance of "projects". They not only learn new knowledge, but also know where and when to apply what they have learned. More importantly, they learned how to deal with problems. A key point of project teaching is to let students experience the process of finding and solving problems personally, so that they can learn to think independently and be good at thinking. Cultivate students' practical ability, social ability and other key abilities through project teaching method.
As far as fashion design is concerned, fashion design is a course with a wide range of knowledge. It is a highly theoretical and practical subject, and many theories need to be understood and understood in a lot of practice. Through the study of this course, students' aesthetic ability, drawing ability, design expression ability and innovation ability are mainly improved, and of course, their comprehensive quality is also improved to meet the needs of society. Therefore, project design is very important in teaching.
1. A well-designed project
Einstein once said: "It is always more important to ask a question than to solve a problem, because solving a problem is only a skill, and asking new questions and looking at old problems from a new angle requires creative imagination, which marks the real progress of science."
A good learning task should first stimulate students' interest, arouse their thinking and make them have the desire to solve problems. At the same time, the proposed learning tasks should adapt to different students and meet the development needs of students at all levels. The quality of project design directly determines students' mastery of knowledge and cultivates students' innovation and practical ability at all levels. Therefore, the project design is very important.
First, create a practical problem situation. From the perspective of teaching methods, the main purpose of teachers' designing problems is to learn knowledge and skills through students' problem-solving activities, stimulate students' learning motivation, and develop students' thinking ability, imagination and self-reflection ability; At the same time, students are encouraged to apply the knowledge and skills they have learned to their daily study and life, and even participate in various activities of social production indirectly or directly. In the process of teaching, teachers should guide students' autonomous learning with "questions" according to teaching needs and combining with real life.
Second, master the level of project design. Attention should be paid to the differences of students' individual characteristics and knowledge acceptance ability. Students are the main body in the process of knowledge construction, and many learning goals are achieved by students actively and purposefully acquiring learning materials. In teaching, students complete "projects" in different ways under the organization and guidance of teachers. In this process, students' knowledge, thinking, skills and emotions have been tempered and edified. Therefore, when designing a "project", teachers should take students as the center, put themselves in their shoes, pay attention to the differences of students' characteristics and ability to accept knowledge, and fully consider their existing cultural knowledge, cognitive ability and hobbies. In the design process, we should consider from the students' point of view, design each module according to the students' actual level, and design different levels of exercises for different levels of students, that is to say, the "project" should have a sense of hierarchy, establish tasks and refine people. For example, in the study of fashion design, there are styles, fabrics, decorative techniques, styles and so on.
Third, students should actively participate in the design of the project. Carefully organize the teaching content so that students can solve "problems" smoothly. Let students find problems, ask questions and seek solutions. In order to fully mobilize students' participation consciousness and let them really participate in classroom teaching activities. After the teacher puts forward the "project", don't rush to explain, let the students discuss and analyze, and put forward what needs to be done to complete the problems in unit planning teaching. Some of the questions raised are learned before, and students give their own solutions to these problems; Others are new knowledge points that have not been learned, which is exactly the problem to be solved in this unit planning teaching. Teachers should pay attention to some skills when raising these questions, set some cognitive conflicts in the task, and let students find and raise them themselves, especially in the introduction of new knowledge, and set some scenarios. Under the guidance of the teacher, students will ask questions after positive thinking, and then the teacher will introduce new knowledge to students, so that students can naturally establish their understanding of new knowledge. For example, when I teach dress design, I first let the students collect all kinds of dresses themselves. Then, I studied the dress design in groups, asked questions, and the teacher gave me inspiration and guidance. Finally, the representatives of each group told the research results, which not only aroused the enthusiasm of students, but also cultivated their self-study ability, expression ability and cooperation consciousness. In the teaching process, we should guide students to actively participate in order to improve students' attention in class and thus improve learning efficiency.
Fourth, the design of the "project" should be appropriately left blank. The so-called blank space means that teachers should not cover all aspects when designing problems, and should leave space for students to think and try. For example, the design of dresses did not tell students in advance to learn from the aspects of modeling, fabrics and decorative techniques. Instead, we try to inspire them to try and explore in person in teaching and encourage them to draw inferences from other countries. The style and style of teaching content should provide materials and basis for cultivating students' innovative practice.
2. Change the role of teachers
Project teaching method is a teaching method based on comprehensive cognition, constructivism and humanistic learning theory, which conforms to the inquiry teaching mode and is suitable for cultivating students' autonomous learning ability and their ability to analyze and solve problems relatively independently. Today, with the rapid development of clothing, teachers must change their roles in the project teaching of "taking tasks as the main line, teachers as the leading factor and students as the main body".
Role transformation has two meanings: first, from teaching and indoctrination to organizational guidance; Second, from the podium to the students' communication and discussion, * * * and learning.
The project teaching mode requires teachers to be clear about their roles and realize that students' knowledge is not passively instilled by teachers, but is actively constructed by students under the guidance of teachers. In the whole teaching process, the status of teachers has not been weakened, but is more important, indispensable and arduous than traditional teaching. In the activities of guiding students to think and explore actively, teachers should be good at discovering the bright spots of students' thinking, and give affirmation and encouragement in time to stimulate students' innovative consciousness. The guiding role of teachers is to grasp the content, progress and direction of the whole teaching process. At the same time, we should also be good at discovering and grasping the problems that students have in the process of exploration, and give timely inspiration. The role of inspiration is that when students encounter difficulties after independent thinking, teachers should prompt them to give directions. When designing unit lesson plans, the time for teachers to prepare lessons is longer than that for traditional lesson plans. Grasp students' psychological activities, fully understand students, and carefully design the content and unit problems in unit teaching. So we can't think that it is the teacher's duty to stand on the podium and give lectures. In the process of students' learning, teachers should be fully prepared for the implementation of teaching: when students encounter difficulties, teachers should establish support for students; When students are not active enough in learning, improve the questions put to students in time to stimulate their desire to explore; After students complete their basic tasks, they should do a good job in evaluating and communicating their works in time to stimulate their creative desire and further improve their task creation. Do a good job of evaluation after the completion of the task, and publish, popularize and apply the students' achievements.
The most remarkable feature of project teaching method is the practice teaching mode of "taking students as the main body and teachers as the leading factor", which changes the passive "spoon-feeding" teaching mode of "teachers talk and students listen" and creates a new innovative practice teaching mode of students' active participation, independent cooperation and exploration and innovation. At the same time, project teaching has brought great changes to the relationship between teachers and students, which is no longer the situation of traditional teaching. It truly reflects the dominant position of students and teachers in teaching, gives full play to students' subjective initiative, stimulates students' desire for knowledge, and gradually forms a virtuous circle of perceptual mental activities, thus cultivating students' practical ability of independent exploration and innovation.
3. Determine the contents and methods of evaluation.
After the students finish the project, the teacher asks them to evaluate themselves and each other. Students' self-evaluation is not only beneficial to students' autonomous learning, but also can improve course design or teaching. Its function is to attach importance to students' learning subject and reflection, thus promoting students' development. Students' mutual evaluation allows students to enjoy their learning achievements, find problems from the students' point of view and put forward suggestions for improvement. Teachers should guide students to evaluate each other as objectively as possible. In the process of evaluation, we should give full play to students' evaluation ability, guide students to understand their own strengths and weaknesses through self-reflection and mutual evaluation, and learn from others' strengths and advantages, so as to promote learning through evaluation and let students learn from each other and promote each other through mutual evaluation. Finally, it is the most important and essential work for the teacher to comprehensively evaluate the research results of each project team. When evaluating students' research achievements, teachers should not only evaluate the advantages and disadvantages, but also point out the problems and give specific suggestions for improvement and revision, so that students can improve.
4. Integrate into society and improve practical ability.
Fashion design is alive, and it is a collection of multidisciplinary comprehensive knowledge. In the specific design, it is difficult to confirm the fixed order and collocation relationship, and the conventional classroom teaching form can not meet the actual needs. Today, when the school door is open, the external design service is irreversible. It is an important measure to strengthen teaching to guide students to the society and complete the required courses in actual social design. In order to ensure the implementation of practical teaching, several employers can be linked to establish an off-campus practical teaching cooperation base. Production practice and graduation design adopt the mode of on-the-job practice, which allows students to participate in fashion design as fashion designers in production-study cooperation units or studios, so as to achieve "practical problems and practical work", that is, students complete the actual design tasks themselves and complete graduation practice and graduation design through actual design of finished products. Practice teaching can promote the improvement of students' ability and make them competent for practical work related to their majors after graduation.
Third, the reflection of project teaching method
1. Main ideas
(1) Through the implementation of "project teaching", students' learning enthusiasm can be improved, thus gaining more sense of accomplishment;
(2) Project teaching can change the status quo of specialized courses' self-contained system, excessive theoretical knowledge and division of knowledge and skills, promote the integration of subject knowledge and improve the teaching quality of specialized courses in an all-round way;
(3) Vocational middle school students also have the ability to build their own knowledge and skills, as long as the design of teaching activities can stimulate their excitement;
(4) The process of project teaching practice is not only the process of teachers' teaching concept transformation and teaching behavior reflection, but also the process of students' skills and abilities development.
2. Development and innovation
(1) Teachers and students * * * participate in project solving, which meets the needs of teachers and students' independent development and is a new teaching mode.
(2) Through one project after another, the effective combination of teaching and production management has been realized, and the breakthrough point of enterprises and schools has been identified;
(3) The teaching content is placed in the project solution, which stimulates students' interest in learning, improves the teaching quality, and embodies the development of educational theory research and the innovation of teaching practice ideas;
(4) Through the synchronous teaching reform and teaching management mechanism, it is not only the exploration of new teaching mode, but also the formation of school characteristics to effectively implement the employment-oriented and competency-based goals.
In a word, teaching reform is a directional, overall and pioneering work, and it is a complex system engineering. The teaching reform of fashion design specialty must proceed from the reality of fashion design, comprehensively and systematically reform the training objectives, training specifications, teaching mode, curriculum system, teaching content and teaching materials, pay attention to cultivating high-quality professionals with innovative ability, highlight the cultivation of comprehensive quality, strengthen post technical education, and establish a teaching mode with fashion design and innovative ability training as the main line.