高职环境艺术设计专业教育教学模式探讨

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DiscussiononEnvironmentalArtDesignEducationMode

inHigherVocationalEducation

Abstract:Becauseofitsdifferentfocus,environmentalartdesignteachingmodeinhighervocationaleducationassumesdiversityinformsandfle*ibilityinoperation.Thisarticleisbasedonthecharacteristicsoftoday’shighervocationaleducationanditreaserchedinthreeaspects,thecharacteristicsofenvironmentalartdesign,thecurrentsituationanddeveoplingofenvironmentalartdesignandthebuildingofenvironmentalartdesignteachingmodeinhighervocationaleducation.

KeyWords:Highervocationaleducation;Environmentalartdesign;Teachingmode

AlongwiththerapiddevelopmentofChina’seconomics,theneedsofsocialtalentarerising,andbehavedifferentlyfordifferentlevelsofrequirementstandards.Talentpetitionisbeingmoreandmoreintense.Onthepremiseofnationaladvocateofvocationaleducation,environmentalartdesignteachinginhighervocationaleducationshouldbaseontheoreticalstudies,andfocusedondevelopingstudents'cognitiveandpracticalabilitiesinordertomeettheneedsofproduction,managementandservice.Soastomakestudentsthetalentswithboththeoreticalknowledgeandpracticee*perience.

1．Thedevelopmentandactualityofenvironmentalartdesigninhighervocationaleducation

Inlate80s,environmentalartdesignwasintegratedfromthedesigndepartmentinartschoolsandarchitecturebranchinprehensiveschools.Becauseofthedifferentprofessionalbackgroundandteachinge*perience,there’redifferencese*istinginthepositioningofprofessionalconstructionandthesettingofteachingcontents.Itsstatusistohavethecharacteristicsofintegrated-subject"environmentalartdesign"positionedinthe"interiordesign"onasingledirection,someofitisbiasedtowardsbeautificationintheindoorenvironmentsuchasinteriordecoration.

Broadlyspeaking,theenvironmentalartdesigncoversalmostallareasofartanddesign.Itisanintegrateddiscipline.Narrowlyspeaking,itmainlyreferstothebuilding,Plaza,landscapegardening,andotherelementsofe*teriorenvironmentspacedesignandinteriordecoration,furnitureandfurnishingelementsasthemaininternalenvironmentalspacedesign.Fromadesignperspective,ithastheirrationalponentofart.Fromatechnicalperspective,itisalsorestrictedbythevarioustechnicalspecifications.Environmentalartdesignisasubjectfeaturedwithmultiinterlacedelements,suchastechnicsandfunctions,artandaesthetics.

Thisbinationofitscharacteristicsandtherequirementsofhighervocationaleducationbringasystematicreorientatingthinkingofenvironmentalartinhighervocationaleducation.Fundamentallyreformtheprofessionstructure,fromteachingplan,curriculumtopractice,makingconsolidationandconstruction,cultivatinghigh-qualityple*talent.

2.Characteristicsofenvironmentalartdesigninhighervocationaleducation.

ArtistsandarchitectsfromBauhaus,Germany,considerthatenvironmentalartwascreatedbiningarchitecture,sculptureandpainting,anartformdeterminedbythe"appreciationarts"and"practicalArts".Itprehensivelyusesvariousmeansofartandtechnologysothatpeoplecanliveinanenvironmentnotonlysatisfythematerialbutthepsychologicalneeds,andittakesacertainartatmosphereandartisticconception.

CharacteristicsofEnvironmentalartdesigninhighervocationaleducation.

2.1Foreseeability.Aimedatthepresentsociety,trainingthetalentthatmeetsnationalneedsistheprimaryobjectiveandpremiseofprofessionalconstruction,isthepowerofprofessionaldevelopment.Environmentalartinourcountrykeepsalevelofinteriordesignanddecoration,andsoon.Butwiththedevelopmentofthesociety,thecontentofenvironmentalartdesignwillsignificantlyincrease,anditwillcoverabroaderrange.

2.2Systematiess.Environmentalartdesignisaveryprehensivesystemicbehavior.Itsetsthefunction,artandtechnologyatanorganicwhole,involvedtwolargeareasofmanydisciplinesinartandsciencetechnology.Ithasthecharacteristicsoftheinterdisciplinary,osmosis,andfusion.Trainingtalentswithprehensivequality,overallthinkingabilityofenvironmentalartdesign,isthekeypointofprofessionalplanningdesign.

2.3Characteristics.Thefeaturestalkedaboutrefertothecharacteristicsofaschool.Forspecialityconstructionofenvironmentalartdesign,schoolswithdifferentnature,andfoundationhavetheirownrespectivedevelopmentdirectionandgoal.

2.4Creativity.Creationisthesoulofthedesign.Environmentalartdesigniskindofathinkingtoplantheenvironmentofhumanlife.Designeducationcannotonlysatisfythedesignmethodandskillinknowledge.Itshouldmakecultivationofstudents'creativethinking,theliberationofthecreativityastheeducationideology.

2.5Adaptability.Inenvironmentalartdesign,designers’workrangesfromsmalllogodesigntobigenvironmentallandscapedesign.Facingthesocialpetitionfortalent,strongadaptabilityisessentialtodesigners.Thiskindofadaptabilityesfrombothsolidfoundamentalknowledgeandwide-rangingprofessionalknowledge.Intheprocessofmakingteachingcontentsandtrainingplan,highervocationalcollegesshouldfullyrealizethisadaptability,makingeffectiveteachingplanbinedwithitsprofessionalcharacteristic.

3.Professionaleducationteachingmodeconstructionofhighervocationalenvironmentalartdesign

3.1TheoryteachingRelyingonadvantageresourcesinsideandoutsideschool.

Formostvocationalcolleges,besidestheteachingresourcesofenvironmentalartdesignitself,there’ssolittleresourcesavalibleinsimilarprofessionals,suchasinthearchitecturaldesignandtheurbanplanninganddesign.Soitsspacialdevelopmentisinevitablyrestricted.Andthecollaborationofsharingresoursesbetweencollegeswithrelatedprofessionaldepartments,suchasbuildingdepartmentsinprehensivecolleges,isaneffectivewaytosolutetheproblem.Atthesametime,schoolscaninviterelevantprofessionale*perts,professorsandscholarstogivetheoryteaching,hostseminars,soastoenrichthestudents'knowledge,improvethestudents'professionaltheoryattainment,strengthenthestudents'theoreticalbasis.

3.2Professionalskillteachingrelyingontheprofessionaldesignstudio.

Thechieftaskofhighervocationaleducationistocultivatetalentspossessgooddesignthoughtandgreatpracticalskills.Toachievethisgoal,wemustupdateartdesigneducationconcept,strengthenparticipationinsocialpractice,improvethepracticalabilityastheleadingfactor,anddevelopthethinkinginimagedesignandpracticalskillsforthepurposeofteachingsystem."Thestudiosystem"isatpresentapushingtothee*plorationofteachingmode,thatis,aprofessionalteacher’sresponsibilitysystem.Accordingtoitsownspecialty,teacherstrytomaketeachingasthecentertask,pletetheteachingpracticemission,trainstudents'professionalskillsrequired,andpletetheteachingpracticeresearchandbusinessentitytheteachingandscientificresearchoftheunifiedteachingmode.Itstressedintheprofessionalpracticeteaching,suchasengineeringbudget,decorativeconstruction,projectdesigncourseteachingprocess;e*ercisethestudentabilityofself-study,theactualoperationability,andmanagementability."Thestudiosystem"canplaythestudentmainbodyfunctionandpromotingteachers'practicalabilityandcreativeteachingthoughtsandteachingorganizationalability.Thisispropitioustoformhighefficiency,petitionteachingsituation.

3.3Practiceteachingrelyingonenterprises.

Asanimportantpartofteachingsysteminhighervocationalcolleges,practiceteachingisagoodwaytocultivatethestudents'professionalskillsandpracticalskills.It’sanessentiallinkineducationprocess.Bystrengtheningtheconstructionofpracticebaseoutside,schoolscanbuildanpracticaleducationsystemrelyingonthecoorprationwithenterprises.Thisattmptisimportantmeanstorealizethetalentstrainingtarget.

Inpracticalteaching,enterprisescanbearpartofpracticecourseteachingtasks,andparticipateinformulationofprogrammesoftrainingobjectivesandteachingpractice,suchasfurnituredesign,displaydesign,modelmaking,graduationpracticeandgraduationdesigncourse.Teachershavee*periencesinenterprises,andtheycancooperatewithenterprisestodevelopescientificresearchprojects.Thisprovidesagoodplatformforteachers’careerdevel