study on the construction of the practice teaching environment for environmental art design program

1、<p>　　Study on the Construction of the Practice Teaching Environment for Environmental Art Design Program</p><p>　　Abstract. The training of the personnel in art design will be complete ultimately relyi

2、ng on the innovative course system of this program, and also the training model and teaching system have to meet the needs of modern social development, science and technology development, and employment market. However,

3、 environmental art design program based on science and technology features very strong practicality. In this paper, through analyzing the characteristics of environmental art design program and</p><p>　　Key

4、words: Professional Project; Environmental Art; Studio; Practical Teaching </p><p>　　Environmental art design is a subject that has been widely applied in the modern society. In higher education, environment

5、al art design program is involved in wide areas, and also features very strong interdisciplinary practicality. It is necessary for the personnel training in colleges and universities to produce market awareness, make ide

6、as clear and definite, highlight specialties, lay a stress on technology, and enhance art, thus setting up new teaching model and teaching method oriented at </p><p>　　The trial, which was made by German Bau

7、haus in art design education, has laid a solid foundation for the modern art design education, and also has established the modern art design educational concept integrating art with technology. </p><p>　　1.

8、Practice Environment for Personnel Training Is Necessarily Required by the Characteristics of the Program </p><p>　　Environmental art design is a typical inter-discipline subject. It is a cross-penetration o

9、f multiple elements such as natural science, social science and art. An educational mode, which integrates production, study and research together, has to be established for the training of environmental art design perso

10、nnel. China's Educational Reform and Development Outline shows that it is necessary for higher education to "strengthen the teaching and training in practices, develop the cooperative train</p><p>　

11、　Art design education is empty without industries and market, and superficial without the research and development of science and technology. Scientific research has to be located at application development, and innovati

12、on research is entirely possible and owns a brilliant future. To follow the development road of integrating production, study and research, the several training models below can be created. </p><p>　　2.1 Usi

13、ng Work-integrated Learning as the Breakthrough Point of the Personnel Training Model of Art Design Education </p><p>　　The key of practice teaching lies in the skill transformation of professional theories,

14、 and work-integrated learning is a necessary measure for practice teaching. Adjusting the traditional teaching plan, establishing the teaching and training platform of work-integrated learning, and implementing an effect

15、ive practice teaching and skill transformation guarantee system are the necessary measures for the realization of teaching objectives. </p><p>　　Through constructing the course system and educational model o

16、f work-integrated learning as the key point, taking the professional work process as the guide, and centering on professional basic skills and core ability as major target, the necessary knowledge and ability points can

17、be carefully selected, refined, optimized and combined, so as to train the ability of students to participate in the construction of "work world". </p><p>　　2.2 Clearly Defining Training Goal, Esta

18、blishing School-enterprise Cooperation and Expanding Training Methods from Actual Work Tasks and Work Process </p><p>　　First, departments and programs can be managed cooperatively with enterprises. For exam

19、ple, "order-oriented" training model can be implemented; according to the needs of enterprises training goal can be clearly defined and also teaching contents can be flexibly arranged. Also, excellent designers

20、 in enterprises or industries can be employed to give students lectures and s design instruction. In this way, students will get a clear goal for graduation. </p><p>　　Second, outstanding design teams of hig

21、h quality can be sent to enter the design studios of companies or enterprises, so as to practically complete projects and realize paid services. </p><p>　　Third, "OEM" tasks from enterprises can be

22、 undertaken. Design projects can be introduced in all programs and included in teaching and training. Thus, practice opportunities can be provided for students, and "bid-oriented" selection can be implemented a

23、fter students achieve good results. The students whose design works are applied can be paid and rewarded. In designing the design projects of enterprises, teaching guidance can be made according to design contents, and t

24、hus the simulation designs w</p><p>　　Fifth, the existing equipment resources at schools can be fully utilized for carrying out the construction of the "productive" training rooms in training bases

25、 inside schools from multiple aspects; teachers or design personnel in enterprises can make designs, research and development with students together through innovative design research projects, convert or complete them t

26、o products, and also increase the innovation and development of scientific researches. </p><p>　　2.3 Establishing Research and Development Institutions </p><p>　　Research and development institu

27、tions such as research institutes and laboratories for all programs can be established. </p><p>　　2.4 Establishing Professional "Studio" Oriented at the Integration of Production, Study and Researc

28、h </p><p>　　Studio-oriented teaching is not a new concept. As early as the 19th century, there was an artist studio teaching model popular in France. This teaching form was further developed by German Bauhau

29、s College founded in 1919 and the original personal teaching behavior of artist or designer was turned to be a type of organized collective behavior. </p><p>　　Studio is a form of design education. The speci

30、fic practices in a studio system can be concluded as follows: there are no programs for freshmen, who are required to commonly learn modeling foundation and professional foundation; sophomores are allowed to select progr

31、ams according to the principle of two-way choice; the second academic year and the third academic year are the stages for the professional learning of students; after the training at the foundation platforms of the secon

32、d academic ye</p><p>　　The ultimate goal of instructors' project teaching oriented at studio system is to help students acquire and increase knowledge through cases and practice teaching. Projects source

33、s are based on the needs of market and enterprises. Therefore, it is necessary to propose schemes for project design according to the current social engineering constructions, and also professional teaching can be develo

34、ped by centering on projects. </p><p>　　Studio is a social practice window open to the outside world; social practice is aimed at two different levels: (1) teachers; (2) students. </p><p>　　The

35、improvement of teaching quality is directly influenced by the quality of studio practice environment. The teaching environment in studio includes soft and hard environments. Soft environment refers to teaching management

36、, faculty quality, and construction of study styles. Hard environment refers to all facilities of teaching demands, such as professional libraries, display windows, electrochemical teaching facilities, and experimental e

37、quipment. </p><p>　　Teaching can be conducted in the teaching environment created in studio, and teaching forms such as on-site teaching and simulation entrepreneurship education are also implemented. These

38、not only increase the interest, entrepreneurship and employment awareness of students, but also make an enhancement to teachers' sense of responsibility. In the meantime, a benign interaction between teachers and stu

39、dents is created. </p><p>　　3. Project Teaching Operation Model and Process of Studio </p><p>　　Project teaching is a teaching method, which gives a reflection to the concept of action-oriented

40、education and is constructed based on the theories of constructivism and situational learning, so as to change the traditional teaching centering on knowledge impartation to the multi-dimensional interactive teaching giv

41、ing priority to project completion, professional experience and problem solving. </p><p>　　In professional teaching, all teaching projects are organic integrations of knowledge with skills; teaching design c

42、an be implemented according to the order of industrial standards, and the specific contents of each link can be respectively discussed. </p><p>　　First, the introduction of teaching projects is a learning be

43、ginning of students to enter studio; students experience the employment situations related to studio and projects, and instructors assign project tasks and propose relevant project requirements and conditions, thus promo

44、ting students to know well the professional knowledge and skills necessary for the completion of course project tasks in this studio. 　　Second, relevant knowledge should be analyzed; relative concepts, historical backg&

45、lt;/p><p>　　Third, project plans should be established, requiring students to collect the information of introduced projects through consulting relevant material, manual, and market research, so as to know well

46、 the background of projects, make work plans, clearly define group division of labor and individual job duties, and complete assignment book and implementation scheme. In this process, it is necessary for teachers to pro

47、vide students with relevant guidance and advices. </p><p>　　Fourth, project tasks should be implemented; design teams can cooperate with enterprises or customers to select construction units and participate

48、in bidding meetings for design schemes, and also can become design consultants to answer technical questions in design and construction. </p><p>　　Fifth, project evaluation and summary are very important par

49、ts of project design studio in the final stage of course project; the purpose of project teaching is not to pursue the only correctness of learning results; the standard of evaluating problem solving schemes is "goo

50、d" or "better", but not "right" or "wrong". </p><p>　　Studio project teaching takes project implementation as the carrier, emphasizes using the action ability in designing

51、work situation as the goal, and also pays attention to the self-construction of the vocational ability of students. </p><p>　　In the situation of the currently rapid development and fierce competition of soc

52、ial economy, the practice teaching system oriented at market demand and valuing social practice can train inter-disciplinary personnel who have the ability to meet social development and needs. Besides, it can effectivel

53、y solve the employment problems of students and increase the social adaptation ability. Therefore, the construction and implementation of practice teaching environment is one of the most effective mo</p><p>

54、　　References </p><p>　　1.Xiaoyou He. Design Problems [M]. Beijing: China Architecture & Building Press, 2003. </p><p>　　2.Pengchuan Zhang. Collection of Contemporary Visual Art [C]. Hebei: H

55、ebei People's Publishing House, 2005. </p><p>　　3.Packaging Engineering [J]. Chongqing: Chongqing Jiuwu Periodical Press, 2009 (08). </p><p>　　4.Art Observation [J]. Beijing: Art Observation