Paper Keywords: three elements of vocational integration
As a professional basic course of design major in higher vocational colleges, the three components play a positive role in cultivating students' imagination and creative thinking, but the curriculum is relatively backward. This paper puts forward three measures to integrate courses from the aspects of course time, course content, teaching methods and teaching evaluation.
The three major composition systems include plane composition, color composition and three-dimensional composition. Plane composition is to decompose, arrange and combine basic elements such as shape and texture in two-dimensional space according to certain principles, so as to obtain a brand-new visual image; Color composition is the use of a variety of color elements, in accordance with certain laws and rules, re-collocation, shaping a new color image; Three-dimensional composition is to recombine basic elements such as point, line, surface, body, color and space into a new three-dimensional image according to certain principles. These three courses are inseparable and complement each other.
1. The Significance of Offering Three Composition Courses in Higher Vocational Colleges
The three systems originated from 19 19 Bauhaus School of Design in Germany. Bauhaus is the cradle of modern design, which has a far-reaching influence on modern design in the world. It provides three courses, focusing on the study of graphics, colors and materials, which are the embryonic forms of today's three main components. The purpose of this course is to cultivate students' creativity and imagination. Although the three components have been developed for nearly a hundred years, they still adhere to the design purpose of Bauhaus. As the basic curriculum system of design teaching, the three components have played a positive role in cultivating students' rigorous rational thinking and exploring their creative potential. As a basic course, it is required to cultivate students' solid professional quality and lay a solid foundation for career development. Moreover, its knowledge is deep and wide, and it is closely related to many design fields, such as advertising design, packaging design, design and so on. Therefore, we need to broaden the professional direction by cultivating divergent thinking. In addition, through the combination of theoretical teaching and practical operation, the three components cultivate students' modeling ability, appreciation ability and practical ability, and achieve a high degree of unity of eyes, hands and heart. With the continuous improvement of people's enjoyment of modern design, higher requirements are put forward for modern design education. These three components have become an indispensable professional basic course for art design major in higher vocational colleges in China, which has an important practical role.
Second, the three major components of vocational colleges curriculum deficiencies
Due to the lack of experience in offering the three major courses of art design in higher vocational colleges, it is mainly to imitate the curriculum setting mode of undergraduate art colleges, so there are inevitably some shortcomings in teaching.
1. Separation from the function of training professionals in higher vocational colleges
In 2006, the Ministry of Education issued Several Opinions on Improving the Quality of Higher Education in an All-round Way. Higher vocational education shoulders the mission of cultivating high-skilled talents for production, construction, service and front-line needs. It is necessary to track the changes in demand in time, actively adapt to the needs of regions and development, and adjust and set up majors according to the conditions of running schools. ? It can be seen that the service object of art design education in higher vocational colleges should be the design market and society, and the trained talents should be high-quality and high-tech design talents with original design thinking and modern design ability. Therefore, the three major courses must also serve the market and be adjusted in time according to the changes in market demand, so as to truly adapt to local conditions and adapt to the times. However, from the situation of offering three professional courses in higher vocational colleges, the pertinence of offering is not clear. In addition, there are many directions of art design, such as advertising design, packaging design, environmental design and so on. Different professional directions have their own professional orientation and characteristics, but the three major components, as professional basic courses, are characterized by the consistency of teaching objectives and teaching contents, and even the consistency of class hours. Is there a professional direction? Universal? Not to mention the targeted curriculum, how to integrate its offering and cultivate professionals who meet the market demand has obviously not been deeply considered by higher vocational colleges.
2. The teaching content emphasizes theory.
Because the three major courses in higher vocational colleges mainly follow the mode of undergraduate colleges, undergraduate colleges have always put forward them. Wide caliber and thick foundation? Of course, the teaching ideas are very strict with students' professional basic training, and they pay more attention to basic theory in the teaching content setting of the three major components, and there is not much reform in the teaching content. Therefore, when higher vocational colleges imitate undergraduate colleges, it is easy to copy them without thinking, focusing on traditional theoretical content teaching, with little extension of theoretical knowledge. Even though students have done a lot of practical work, the content setting is not linked to the professional characteristics. The purpose and significance of students' actual operation are not clear, and many students show that they do their homework to cope with it. Therefore, it has not played much role in cultivating innovative ability and designing divergent thinking. After finishing the course, students still have a little knowledge, so they can't expand the knowledge points among the three components in series, and even don't know how to apply them to professional fields. This kind of teaching deviation is common.
3. The starting time is too scattered
According to the traditional model, the three major courses are generally arranged separately during the freshman and sophomore years, which is reasonable for undergraduate art colleges. After all, the four-year undergraduate program is conducive to laying a solid professional foundation. But if you move to a higher vocational college, it will be too big. The study time of three-year higher vocational education has been very short, at least half a year has been spent outside, and all three major courses have been completed. Students are about to graduate, and they have not had time to digest and comprehensively apply what they have learned in a short time, so they say they are going to work. As for the rest of the professional courses, they are all cursory learning, which leads to students' inability to reorganize and internalize the knowledge of each course and the learning effect is not good. In fact, after the graduates enter the employment, the employer is not satisfied with their ability and level, and thinks that they don't understand the knowledge thoroughly, let alone ask them to apply their knowledge to the design.
4. Lack of innovation in teaching methods
Traditional teaching methods are widely used in the three major courses. The teacher first explains the theoretical knowledge points according to the curriculum arrangement, then demonstrates the techniques and arranges the homework content. The students complete several operation trainings according to the requirements, usually hand-drawn training. Although the involvement of multimedia teaching enriches the visual perception of teachers and students, classroom teaching is still teacher-centered, and students only passively accept learning and complete training according to the requirements put forward by teachers. However, students basically have no foundation before entering school, so the quality of homework is not high. This teaching method, which emphasizes single subjectivity, cannot satisfy students' thirst for knowledge and interest in learning. Students are more eager to be the masters of the classroom and the diggers of their creativity and imagination. Students in higher vocational colleges, in particular, clearly know that the purpose of studying in higher vocational colleges is to learn practical professional skills for employment. If they can't become the masters of the class and learn the importance of the three components, they will soon lose interest in such courses and be eager to learn other professional knowledge.
Therefore, under the favorable situation of the vigorous development of the current design market, higher vocational colleges should consider how to keep up with the pace of the times, take the road of art design education with higher vocational characteristics, and make the art design specialty of higher vocational colleges develop continuously. How to make students master the theory of composition more deeply and apply it to the field of design effectively is the key for teachers to seriously think and solve problems.
Third, the integration measures of the three major constituent courses
Because the three components are derived from the needs of design, the teaching content of the three components should also take the design field as the main line and focus on how to use design. Its purpose is to let students learn to use the basic principles of composition to create and design, and explore more design combination styles. However, no matter how many styles are created, one thing remains unchanged, that is, it is not divorced from reality and always closely linked with the design in life. Therefore, it is necessary to reorganize the three courses of plane composition, color composition and three-dimensional composition into one course, so as to connect it with professional characteristics, meet the needs of the times and fully highlight the inheritance of the course.
1. Integrate the course time and strengthen the continuity of the course.
Although plane composition, color composition and three-dimensional composition can be independent adults, some contents of the three courses are integrated with each other. If the three courses are taught separately and interspersed into each semester, it will not only waste class hours, but also confuse students' learning and make it impossible to clarify the relationship between various kinds of knowledge. Therefore, higher vocational colleges can reasonably integrate the course opening time and compress the three courses into the next semester, which can not only pave the way for designing sketches and colors in the first semester of freshmen, but also undertake the second semester. The three courses are merged into a "three-component foundation", and the class hours are appropriately compressed and evenly distributed throughout the semester, so that students have time to digest knowledge, and the ratio of theory to training is set to 1: 2, so as to ensure that students have more time to train and create. Some people may wonder, will it be another tour to combine three courses into one? Concentrate a lot of knowledge, so it can't reflect the curriculum characteristics of the three components? These problems are inevitable. In order to solve the problems caused by these integrated courses, it is necessary to integrate the teaching content of the course, keep the classic and practical, remove the repetitive and outdated content, and truly reflect the training characteristics of high efficiency and high skills in higher vocational colleges.
2. Integrate the teaching content and highlight the relevance of the course.
The teaching content of the three components covers a wide range, both flat and three-dimensional, including modeling, decoration, color and so on. How to choose the content reasonably requires teachers to have high artistic accomplishment and curriculum reform ability. In addition, teachers must have foresight and high professional ability, be able to go directly to design enterprises to conduct research work, understand the types and specifications of design talents needed by enterprises, and implement the important ability training in the demand for talents in enterprises into the three major courses. Because different majors have different teaching objectives and training objectives, different design companies also have different requirements for talent specifications. For example, advertising design major requires students to have good graphic creativity and design ability, so curriculum integration should emphasize the integration of graphic composition and color composition; Another example is animation design, which requires students to have good modeling ability and spatial ability, so we should pay attention to the integration of plane composition and three-dimensional composition.
After integrating the three main components into a course, teaching can be divided into two stages. The first stage is the basic theory teaching part. One is to teach the classical practical contents of plane structure, color structure and three-dimensional structure, such as the morphological changes of points, lines and surfaces in plane structure, repeated composition, gradual composition and so on. Color and three attributes of color in color structure; Material application and formal rules in the structure. Training is mainly individual training. The second stage is the integrated teaching of two courses, and the teacher deeply analyzes the correlation between each two courses with a large number of' design examples' in life. In particular, we should focus on the professional direction and not talk in general terms. For example, for advertising design majors, the comprehensive application of graphic composition and color composition in graphic advertising is particularly important. In short, the characteristics of different professional directions should be reflected by the combination of three major components. Teachers set relevant special training assignments according to the requirements of professional training objectives.
3. Integrate teaching methods to improve teaching effect.
The teaching methods of the three components should reflect diversity and flexibility. The traditional teaching method is that teachers teach theories and demonstration techniques, and then students complete routine training tasks. The form is single, and the learning motivation is not started. If the task-driven method is the main teaching method in teaching, students' learning enthusiasm can be mobilized. Task-driven requires students to explore and solve assigned tasks with the help of teachers, so that students can learn to construct knowledge in exploratory learning. For example, when teaching theory, teachers can take the theoretical knowledge of the next class as a task, and ask them to choose a content according to their own interests to use teaching materials or network resources for self-study, and make POWERPOINT courseware to share in class. In addition, teachers should make full use of modern technology to guide students' learning. Simple manual production can no longer satisfy students' desire to learn. It is necessary to combine computer production methods to make up for the shortage of manual production, which not only improves the speed and quantity of production, but also completes some design ideas that cannot be realized in reality. In order to save production time and better induce students' imagination and divergent thinking, students can also be required to use photography technology to find beautiful themes from their lives. For example, some three-dimensional composition assignments are very suitable for photography. In addition, teachers should encourage students to explore new materials from life, so that students can develop a hobby of exploring new materials, and then cultivate students' pursuit of beauty and stimulate students' innovative consciousness. If we can use a variety of teaching methods, we can improve the quality of teaching and get twice the result with half the effort.
4. Integrate teaching evaluation to reflect the overall efficiency.
The traditional evaluation method is to show students' works and grade them after the course, but this method only pays attention to the results. For those students who study hard but have limited level and ability, their efforts are easily overlooked, and their scores become a stumbling block to comprehensive evaluation. So, encourage teachers to establish folder-style students? Growth record bag? , including students' homework every time, vertically observe their growth process and progress, and horizontally observe the level gap between each student. Secondly, through the display of students' works in the school, other teachers and students can evaluate objectively and fairly, thus enhancing students' sense of accomplishment in learning. Among them, the exhibition of works should not only be works, but also feedback students' learning effect from multiple angles through DV, camera recording or shooting the process of learning and making, and show their design ideas and notes. In addition, teachers and students can make an objective and comprehensive evaluation of the course by discussing the effect and reflection of exchange teaching and learning, and combining with the form of questionnaire.
label
As professional basic courses, the three major courses are the bridge connecting the professional foundation and professional characteristics. Therefore, it is very important to tamp the cornerstone of the bridge and let students embark on the professional posts of design more smoothly. The teaching reform of the three major courses must be carried out, which is consistent with the ultimate goal of talent training in higher vocational colleges.
References:
[1] Ren Guannan, On Three Major Curriculum Reforms [J], Scientific Information (Scientific Teaching and Research), 2007,27.
[2] Jiang Jiawei, how to reform and develop the three major courses in higher vocational colleges [J], China Science and Education Innovation Herald, 20 10/0,28.
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