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中国人事科学研究所在2012年发布的《中国人力资源发展报告(2011-2012)》中指出,中国高等教育已进入了生源危机的时代。毋庸赘言,高校要想在生源减少的大趋势中求得生存和发展,就必须提高教学质量,以提升学校的生存竞争力。实践证明,提高教学质量的最有效方法之一就是对教学进行“设计”。教学设计(Instructtonal Design)的思想最早产生于二战结束后的美国,是一种以有效教学为目标的教育学方法论,是运用学习理论、教学理论和教育心理学等相关理论与技术,对教学目标、教学内容、教学方法和教学策略、教学评价等环节进行具体规划的系统过程。然而,教学设计在我国高校设计教育中却鲜有提及。是高校设计教育不需要教学设计吗?为了寻求答案,我们通过对自己的教学案例分析和对美术知识属性的考察,就这个问题进行了一些粗浅的探索。
According to the China Human Resources Development Report (2011-2012) released by China Institute of Personnel Science in 2012, China’s higher education has entered an era of student crisis. Needless to say, colleges and universities, in order to survive and develop in the downward trend of students, must improve their teaching quality so as to enhance their survival and competitiveness. Practice has proved that one of the most effective ways to improve the quality of teaching is to teach “design ”. The idea of Instructtonal Design was first born in the United States after World War II. It is an pedagogy methodology that aims at effective teaching. It uses the theories and techniques of learning theory, teaching theory and educational psychology, , Teaching content, teaching methods and teaching strategies, teaching evaluation and other aspects of the specific planning of the system process. However, teaching design is rarely mentioned in the design education of colleges and universities in our country. Is it a teaching design that is not required for college design education? In order to seek answers, we have conducted some superficial exploration on this issue through analyzing our own teaching cases and examining the art knowledge attributes.