Research and Practice of Packaging Design Teaching Model

Abstract: The “interactive teaching model” follows the teaching principle of “student-centered, teacher-oriented”, focusing on cultivating a comprehensive training teaching model of good learning methods, research methods and design persuasive skills.

Keywords: teaching, interaction, design thinking

Cai Yuanpei, a famous educationist in China, wrote in the article “Studies on School Teaching”: “When we teach, it is not like filling water with a bottle. Even if we fill it up, we must complete it. The most important thing is to arouse students’ interest in reading and be an instructor. Yes, students should not be allowed to listen to a sentence or a word, so it is best for students to study for themselves. Teachers can't even speak, and they can wait until the students can't understand their homework with their own strength before they help them..." . Emphasize that teaching reforms should make students interested in learning, do not advocate infusion teaching, and encourage heuristic teaching! Inspired by Mr. Cai Lao, I have placed more emphasis on classroom teaching reforms in the teaching of packaging design courses, focusing on the improvement of education methods. The focus of reform should be on the frontline teachers, their analysis and thinking through the skills of the operation Inductive methods, the ability to reflect thinking, etc., will directly determine the effectiveness of teaching reforms!

Transform the old model and establish a new model. If our teacher does not have a fundamental change in thinking, it will be impossible to establish a teaching model or teaching method that suits the new situation! Art and design professional classroom teaching is basically continuing the teacher-centered teaching model-teaching plus practice. Usually, the teacher first explains the theoretical knowledge and explains the requirements of the job. Then it explains Guide design for the rest of the day. Basically, the entire course is taught by the teacher. Students, like this traditional "spoon-fed" and "nanny-style" education method, are often difficult for the artistic students who are inclined to perceptual thinking to have practical results. When doing homework, most of my classmates were not good at imagination and creation. The designs were patched together, even plagiarized, and perfunctory. Basically, homework was a form of learning. Extremely passive learning and skipping lessons often occurred.

The main reason for this situation is that our artistic professional teaching model is not much updated, teaching thinking and teaching methods are rigid, and basically repeat the same pattern and content. Most of our teachers did not fully consider students' interests, neglected students' imagination, reflective ability, independence and self-development, and the development of creative spirit; they neglected students' feelings of being in an extremely passive position in teaching, and did not explain their feelings to them. The stage saw it as a simple preaching, teaching, and confusing; it did not evoke the subjective awareness of the students, and thus they lost their interest in learning and eventually led to the occurrence of skipping classes. Therefore, the "interactive teaching model" first requires that our teachers must change their teaching thinking. This not only opens up a whole new teaching idea, but also helps students regain confidence and enhance their enthusiasm for learning.

So what is an interactive teaching mode?

The so-called interactive teaching model is based on the teaching principle of “students as the main body and teachers as the leading role”. The main focus is on heuristic teaching, in which students and teachers participate in the teaching and learning of the course. Through independent study and group discussion of the teaching materials, the students learn, discuss, exchange and design ideas according to the modes of mutual education, mutual learning and mutual aid, optimize teaching factors, cultivate students' self-learning ability, and develop students' creative thinking. The focus of teaching reforms is on how to improve students' enthusiasm for learning and enhance their interest in learning. The teacher directly joins the discussion in the student group and is an equal interlocutor with the students. It is a two-way interactive relationship. In the entire teaching process, the teacher is always the supporting role, playing the role of guiding, supplementing, induction, and perfection. This will not only give full play to the active role of the student, but also reflect the role of the teacher. It changed the habits or patterns that teachers taught students to listen to in traditional teaching, so that students can correctly recognize their own strengths and future social values, and learning will become more proactive, resulting in the formation of teaching teachers. The real interaction between students!

In the teaching reform of packaging design courses, in addition to classroom teaching, it is necessary to combine part of the design of on-site teaching to break the traditional closed classroom teaching mode, to teach less "book style" knowledge, to do less virtual Design issues. Organize students to engage in certain practical design topics, to consolidate and strengthen the understanding of theoretical knowledge learning and design practices, to promote the experience of operation and communication inspiration, so that they learn to solve the practical problems in design, the emphasis lies on cultivating a good learning method The training of comprehensive qualities such as research methods, design persuasion ability, and the like enable students to personally experience the sensation of comprehension in design and discussion, and adapt to the requirements of the society for packaging design art students in the new situation as soon as possible.

The "interactive teaching mode" is divided into four stages according to the teaching purpose and content of the course: 1. Theoretical discussion phase; 2. Analysis and discussion stage of practical design topics; 3. Design and finalization of the design stage; 4. Completion of the production stage. At each stage, the teaching activities are basically completed using the four steps of “defining”, “learning”, “crossing” and “commenting”. The so-called "fixed" is to determine the amount of study, the topic and the project group; "learning" is self-learning teaching materials, good reading notes; "crossing" is the exchange of the study group to discuss learning experience; "appraisal" is to comment on teaching activities Process and effect. The following takes the packaging design course as an example to discuss the "interactive teaching mode."

1. Theoretical discussion

Firstly inform the students about the arrangement of the course, clarify the purpose and requirements of the packaging design course, determine the theoretical scope, and explain the advantages of the “interactive teaching”. Then make the following arrangements: Define the design theory range, determine the task group and design the actual topic. Allow students to find information on their own, study independently, do a good job reading notes, reflect the "learning" link.

The second step is to enter the “intersection” link, organize lectures on curriculum theory based on students, and put forward their own opinions and opinions within the theoretical scope of the packaging design curriculum. The teacher pays attention to the situation and makes a good record of the situation, and also accepts reading notes. This link mainly requires the teacher to convert from the role of the speaker to an “audience” to collect more questions or comments from students in the learning process. As teachers can only listen to the student’s “voice”, they can truly understand the students’ understanding of the knowledge structure. In order to understand what you know and what you need, you can truly put “dispelling doubts” into practice!

The last part is theoretical teaching. For students in the speech of the common problems and teaching priorities, difficulties to make a brief statement or key explanations, and promptly answer the questions raised by the students. To strengthen the guidance of students, this is also a very important part of teaching reform.

2. Practical design project analysis and discussion stage

First arrange market research and data collection for design issues. The team worked collaboratively to analyze the data and create a process for solving the problem. The task team is mainly based on the market survey, through the brainstorming method in the form of organization and discussion, to identify the problems and opportunities for product packaging design. Taking food packaging design as an example, we must analyze the similar food packaging situation when we do market research, identify the problems and opportunities for new product packaging, and determine the design direction.

3. Design and finalization

Sketch design and finalization. This stage is mainly based on the project team, according to the design of the company's operating model for design analysis and discussion, put forward their own views and opinions, establish the design program. Students are generally required to do more creative design sketches and require students to analyze and design their positioning from different perspectives. The purpose of this session is to cultivate the development of students' creative thinking skills and inspire design creativity!
4. Completion of production and course study

The exchanges and communication are mainly in the form of design exhibitions. The dialogue between teachers and students is based on the relationship between the client and the designer. Through mutual observation among students, learning about their own level of design status and self-rating (combined with the reasons for scoring the design creative process), the teacher challenged the identity of the customer. Through the combination of teachers and students' multiple roles to complete the course, the aim is to allow these young designers to feel the rich design atmosphere while improving their design appreciation ability and design persuasion ability, through the scene of students and teachers. Comment or explain, give them a stage to explain their emotions, put forward their own ideas for designing works, so that they can not only play a theoretical role in the practice, but also test the theory and deepen the impression in practice. After the final course study summary report, the course is officially ended! This changed the common mistake of the arts scores for decades by teachers, and prevented students from adapting to meet teachers’ hobbies and aesthetics in order to achieve high scores. This affected the students’ creative thinking ability and design personality. development of. Therefore, the pros and cons of teachers' "absolute rights" in teaching should be questioned!

Practice has proved that the "interactive teaching model" is conducive to the cultivation of students' independent thinking, the ability to acquire knowledge and information on their own; it is conducive to cultivating students' sense of innovation; it is conducive to the development of students' sense of competition and teamwork; through discussion in the classroom. The excuse helps foster students' resilience. Therefore, between the market and the students, teachers must change from "experienced" to "teaching and researching" and "creative", and must also have a strong sense of role change! In the face of specific teaching content, we cannot follow a fixed teaching model, we must also organize teaching in a specific teaching situation and according to the actual situation, and adopt a variety of new methods of classroom organization management flexibly. Teaching elements to get good teaching results.

Zhang Yongnian Zhuzhou Institute of Technology School of Packaging Design