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簡(jiǎn)介：35COPYRIGHT?CANADIANRESEARCHACCEPTED4JUNE2013ABSTRACTTEACHINGMETHODSAREOPERATINGMETHODSANDTECHNIQUESAPPLIEDBYTEACHERSTOFINISHTEACHINGTASKSTHEKEYTOIMPROVINGTHETEACHINGQUALITYISTORATIONALLYANDFLEXIBLYUSEAPPROPRIATETEACHINGMETHODSWHICHAREACTIVELYEXPLOREDANDREFORMEDASPERTHEFEATURESANDREQUIREMENTSOFTHEDESIGNMAJORSTHATISALSOESSENTIALTOIMPROVETEACHINGEFFECTSTHISESSAYANALYZESTHESTATUSOFTEACHINGOFDESIGNBASISANDTHEPREMISESOFTEACHINGINNOVATION,ANDTRIESTOGIVEOPINIONSANDSUGGESTIONSONTHEINNOVATIONOFTEACHINGMETHODSINARTDESIGNBASICCOURSES,INCOMBINATIONWITHTHEAUTHOR’STEACHINGPRACTICESINRECENTSEVERALYEARSKEYWORDSARTDESIGNBASICTEACHINGMETHODSINNOVATIONLIUDONGFENG2013STUDYONTEACHINGMETHODINNOVATIONOFARTDESIGNBASICCOURSESHIGHEREDUCATIONOFSOCIALSCIENCE,51,3538AVAILABLEFROMURLHTTP//WWWCSCANADANET/INDEXPHP/HESS/ARTICLE/VIEW/JHESS19270240201305012614DOIHTTP//DXDOIORG/103968/JHESS19270240201305012614TEACHINGMETHODSAREOPERATINGMETHODSANDTECHNIQUESAPPLIEDBYTEACHERSTOFINISHTEACHINGTASKSTHEKEYTOIMPROVETHETEACHINGQUALITYISTOUSEPROPERTEACHINGMETHODSRATIONALLYTHEREFORE,IT’SVERYESSENTIALTOEXPLOREANDREFORMTEACHINGMETHODSACCORDINGTOFEATURESANDREQUIREMENTSOFDESIGNMAJORSANDFLEXIBLYAPPLYTHEMTOTHEIMPROVEMENTOFTEACHINGMETHODSANDEFFECTSASTHEFOUNDATIONOFMODERNARTDESIGNMAJOREDUCATION,BASICDESIGNCOURSESPLAYANIMPORTANTROLEINTHEWHOLEDESIGNTEACHINGTOSTRENGTHENTHEREFORMATIONANDRESEARCHONDESIGNBASICTEACHINGMETHODSISOFGREATIMPORTANCEONTHECULTIVATIONOFSTUDENTS’SOLIDFOUNDATION,ACUTEOUTSIGHT,UNIQUECREATIVETHINKINGABILITYANDOTHERRELATEDABILITIESONCEMENTIONEDINTHEPAST,THEBASICCOURSESWEREEASILYBROUGHTTOGETHERWITHEQUIVALENTTECHNIQUESRELATEDTOSTYLEDESIGNORSKILLSONOPERATIONALLEVEL,WHICHEMPHASIZEDTOOMUCHONHANDPRACTICEINSTEADOFBRAINTRAININGANDTHECULTIVATIONOFCREATIVETHINKINGABILITYONTHEPERSPECTIVEOFTEACHINGPURPOSE,DESIGN,WHETHERBASICDESIGNORPROFESSIONALDESIGN,ISALWAYSAWHOLESYSTEMAIMINGATCULTIVATINGSTUDENTS’DESIGNPERCEPTION,CREATIVETHINKINGABILITY,UNIQUETHINKINGSTYLEANDPERSONALCHARISMAWHENTHEBASICCOURSESSTART,TOSTIMULATEANDINFLUENCESTUDENTS’THINKINGANDMINDISNOTONLYTHEFUNCTIONBUTTHEGOALOFBASICCOURSES,WHICHHELPSTUDENTSTODEALWITHDESIGNPROBLEMSWITHANOPENMINDANDTHINKINGWHICHMAYBEOFGREATBENEFITSFORSTUDENTSINDESIGNMAJORDURINGRECENTSEVERALYEARSOFDESIGNBASICCOURSESTEACHING,THEAUTHORSUMMARIZEDANDCLARIFIEDSTUDENTS’QUESTIONSANDFEEDBACKFORTHETEACHINGEFFECT,CONTINUOUSLYMODIFIEDTEACHINGMETHODS,ANDPUTFORWARDHISOWNOPINIONSANDSUGGESTIONFORTEACHINGMETHODSSOASTOIMPROVEMETHODSTOBETTERTEACHINGEFFECTS1ANALYSISOFSTATUSQUOOFDESIGNBASICTEACHINGINRECENTYEARS,SOMEDOMESTICARTCOLLEGESANDUNIVERSITIESMAKEREFORMATIONANDADJUSTMENTOFDESIGNBASICCOURSESYSTEMANDINTENSIFYTHEDESIGNBASICCOURSETEACHINGTODEVELOPTHECOURSETOWARDSAMOREREASONABLEANDWELLSYSTEMATICDIRECTIONHOWEVER,INGENERAL,DESIGNBASICCOURSESINMOSTCOLLEGESANDUNIVERSITIESSTILLKEEPTRADITIONALTEACHINGWAYSOFTHINKINGANDTEACHINGSYSTEMSWITHTHETEACHINGPATTERNOFPREVIOUSARTSANDCRAFTS,WHICHAPPLIESTHEANTIQUATEDANDFIXEDTEACHINGMETHODS37COPYRIGHT?CANADIANRESEARCHDEVELOPMENTCENTEROFSCIENCESANDCULTURESLIUDONGFENG2013HIGHEREDUCATIONOFSOCIALSCIENCE,51,3538ANDCREATIVETHINKINGWAYSINWHOLETEACHINGPROCESS,INWHICHTHEINNOVATIVEAWARENESSSHOULDBEPRESENTEDFROMDESIGNOFTOPICS,CHOICEOFTEACHINGMETHODSTOTEACHINGASSESSMENTANDALLOTHERSTEPSTHECULTIVATIONOFINNOVATIVEAWARENESSIMPROVESTHEFLUENCY,FLEXIBILITY,ANDUNIQUENESSOFSTUDENTS’THINKINGDURINGTHETEACHINGPROCESS,THEMAINLINEOFBASICTEACHINGSHALLBETOSTIMULATESTUDENTS’POTENTIALTOTHEMAXIMUMEXTENT,FOCUSONTHECULTIVATIONOFPRACTICALABILITIES,ANDGUIDESTUDENTSTOEXPLORE,FIND,ANDSOLVEPROBLEMSCREATIVELY3STUDYONTHEINNOVATIONOFTEACHINGMETHODSTHEKEYOFTEACHINGMETHODSISTOESTABLISHMETHODSBASEANDMODIFYMETHODOLOGY,WHICHISESSENTIALTOALLTHEDESIGNMAJORSEDUCATIONALIDEASSHALLCHANGEFROMTHEKNOWLEDGETEACHINGTOLEARNINGABILITYTEACHING,TOSTIMULATEANDGUIDESTUDENTS’INNOVATIVENEEDSTHOUGHCONSIDERABLETEACHINGMETHODSWITHGREATDIFFERENCESAREEASILYACCESSIBLEINDAILYTEACHING,IT’ISIMPORTANTFORSTUDENTSOFDESIGNMAJORTOEXPLORESPECIFICTEACHINGMETHODSASPERFEATURESOFDESIGNMAJOR,WHICHAREFINALLYCREATEDONTHEUNDERSTANDINGOFINDIVIDUALCHARACTERSNECESSARYCOMMUNICATIONWITHEACHSTUDENTISNEEDEDANDTHESUMMARYOFTONSOFPRACTICESANDWAYSOFTHINKINGWITHTHEGUIDINGTHOUGHTOFTEACHINGSTUDENTSTOLEARNANDTHEMETHODTOLEARN,ANDTEACHINGTHEMTOCREATE,THESPECIALTEACHINGMETHODSHELPSTUDENTSMASTERTHEGENERALDISCIPLINESOFLEARNINGANDSPECIALLEARNINGMETHODSOFSPECIFICCOURSES,ANDGIVETHELEARNINGINITIATIVEBACKTOSTUDENTS,AROUSETHEPOSITIVITYOFLEARNINGANDCULTIVATEGOODLEARNINGHABITANDINTERESTSOFEXPLORATIONANDEXPERIMENTS,ALLOFWHICHCHANGEPASSIVITYTOINITIATIVE,ANDCONTINUOUSLYIMPROVELEARNINGABILITYSTUDYONTHEINNOVATIONOFTEACHINGMETHODSOFDESIGNBASICCOURSESCANBEDISCUSSEDFROMTWOASPECTS31PIECESOFADVICEFORTEACHINGMETHODINNOVATION311TAKEOPENTEACHINGMETHODSANDCULTIVATESTUDENT’SINNOVATIONAWARENESSTOTAKEOPENTEACHINGMETHODSANDPROMOTEOPENEDUCATIONISHELPFULTOTHEESTABLISHMENTOFSTUDENTS’SUBJECTCONSCIOUSNESSANDTHECULTIVATIONOFTHEIRINNOVATIVEAWARENESSINTHETEACHINGPROCESS,THEOPENTEACHINGMETHODSARECHARACTERIZEDBYTEACHERS’OPENWAYOFTEACHING,STUDENT’SOPEN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簡(jiǎn)介：中文中文4670字出處出處LIUDSTUDYONTEACHINGMETHODINNOVATIONOFARTDESIGNBASICCOURSESJHIGHEREDUCATIONOFSOCIALSCIENCE,2013研究藝術(shù)設(shè)計(jì)基礎(chǔ)課程的教學(xué)方法創(chuàng)新摘要教學(xué)方法是由教師應(yīng)用來(lái)完成教學(xué)任務(wù)的操作方法和技術(shù)。提高教學(xué)質(zhì)量的關(guān)鍵是合理和靈活使用適當(dāng)?shù)慕虒W(xué)方法,積極探索和改革合乎設(shè)計(jì)專業(yè)的特點(diǎn)和要求的教學(xué)方法對(duì)提高教學(xué)效果也是至關(guān)重要的。本文分析設(shè)計(jì)基礎(chǔ)的教學(xué)現(xiàn)狀和教學(xué)創(chuàng)新的前提,并結(jié)合作者最近幾年的教學(xué)實(shí)踐，試圖給出針對(duì)藝術(shù)設(shè)計(jì)基礎(chǔ)課程教學(xué)方法創(chuàng)新的意見(jiàn)和建議。關(guān)鍵詞藝術(shù)設(shè)計(jì)；基礎(chǔ)教學(xué)方法創(chuàng)新教學(xué)方法是由教師應(yīng)用來(lái)完成教學(xué)任務(wù)的操作方法和技術(shù)。提高教學(xué)質(zhì)量的關(guān)鍵是合理使用適當(dāng)?shù)慕虒W(xué)方法。因此,依照設(shè)計(jì)專業(yè)的特點(diǎn)和需求探索和改革教學(xué)方法,并靈活地將它們應(yīng)用到教學(xué)方法和效果的提高上是非常必要的。作為現(xiàn)代藝術(shù)設(shè)計(jì)專業(yè)的基礎(chǔ)教育、基本設(shè)計(jì)課程在整個(gè)設(shè)計(jì)教學(xué)中發(fā)揮了重要作用。加強(qiáng)設(shè)計(jì)基本教學(xué)方法的改革和研究，這對(duì)培養(yǎng)學(xué)生堅(jiān)實(shí)的基礎(chǔ),敏銳的觀察力,獨(dú)特的創(chuàng)造性思維能力和其他相關(guān)的能力都是非常重要的。一旦提到過(guò)去,基本課程很容易與等效的技術(shù)風(fēng)格設(shè)計(jì)或相關(guān)技能操作水平聯(lián)系起來(lái),它們強(qiáng)調(diào)過(guò)多的手頭練習(xí),而不是大腦訓(xùn)練和創(chuàng)造性思維能力的培養(yǎng)。從教學(xué)目的的角度來(lái)看,設(shè)計(jì)，不管是基本設(shè)計(jì)或?qū)I(yè)設(shè)計(jì),始終是培養(yǎng)學(xué)生設(shè)計(jì)觀念、創(chuàng)造性思維能力、獨(dú)特的思維方式和個(gè)人魅力的一個(gè)完整的系統(tǒng)?；菊n程開始時(shí),刺激和影響學(xué)生的思維和薄弱,教學(xué)缺乏熱情,對(duì)基本教學(xué)較低的承認(rèn)，自身限制等。同時(shí)學(xué)生相關(guān)方面主要包括模糊的學(xué)習(xí)目標(biāo)，課程理解不足,自學(xué)能力差，缺乏興趣、學(xué)習(xí)方法不當(dāng)?shù)纫蛩?。?yīng)該從以上兩個(gè)方面來(lái)努力來(lái)提高和完善基本教育培養(yǎng),考慮教學(xué)和學(xué)習(xí),深入分析以修改和改良設(shè)計(jì)基礎(chǔ)教學(xué)和目標(biāo)創(chuàng)新。2．教學(xué)方法創(chuàng)新前提設(shè)計(jì)基礎(chǔ)課程的教學(xué)強(qiáng)調(diào)基礎(chǔ)和方法基礎(chǔ)和方法。這里的基礎(chǔ)是一個(gè)通用的概念,一個(gè)廣泛的概念,超過(guò)了主要的限制,會(huì)讓學(xué)生從整體的角度看設(shè)計(jì)，沒(méi)有太大的壓力主要從創(chuàng)造力方面理解基礎(chǔ)。方法在這里指的是教學(xué)方法和思維方式。對(duì)于教師、教育理念的轉(zhuǎn)變和更新比僅僅是知識(shí)的傳遞更重要，系統(tǒng)化和合理的教學(xué)方法比無(wú)數(shù)漫無(wú)目的的設(shè)計(jì)實(shí)踐更有效。因此,設(shè)計(jì)基礎(chǔ)課程教學(xué)的探索和改革應(yīng)該建立在掌握和思考整個(gè)基礎(chǔ)課程體系的基礎(chǔ)上,否則,即使是最新的教學(xué)方法也沒(méi)有任何意義?；谧罱鼛啄甑幕A(chǔ)課程教學(xué)，在基礎(chǔ)教學(xué)方法創(chuàng)新的建議中，完成創(chuàng)新需要幾個(gè)前提。21教師應(yīng)當(dāng)改變觀念,建立創(chuàng)新意識(shí)因?yàn)槔蠋熓墙虒W(xué)過(guò)程中的領(lǐng)導(dǎo)者的事實(shí),教師適應(yīng)現(xiàn)代藝術(shù)設(shè)計(jì)專業(yè)逐漸變化的需求的最好辦法是根據(jù)實(shí)際情況改變觀念,調(diào)整教學(xué)方法,更新知識(shí)結(jié)構(gòu),不斷實(shí)現(xiàn)和完善自身,以便以豐富的教學(xué)和設(shè)計(jì)經(jīng)驗(yàn)和相當(dāng)多的知識(shí)激發(fā)學(xué)生的興趣和積極性。教學(xué)方法和理念的更新來(lái)源于嚴(yán)密的知識(shí)體系,寬廣的專業(yè)視角,豐富的教學(xué)經(jīng)驗(yàn)、設(shè)計(jì)實(shí)踐和對(duì)專業(yè)前沿的掌握。適當(dāng)?shù)慕虒W(xué)方法和教育理念的建立是一

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