In the age of turmoil and change in social outlook and ideology caused by the information explosion, people’s lives and thoughts are full of various choices. Under multiple stimulations, we feel numb and out of control, and the development of art and design education for our society. Life means many things for our future. The times give this subject and this subject education a rich connotation and major responsibility. In such an era, China’s art and design education is located in a huge market with a population of more than one billion. It will inevitably face international competition and integration. Every worker engaged in this education should have rational analysis and pragmatic Thinking. Many phenomena in our work should be the object of our insight and the problems we face. Schools of design should face the pressure of society and the market and should clearly define the focus and position of teaching.
As for the requirements of discipline construction and development, the more the “fringe fieldâ€, the more clear and clear the direction of research and work should be. Especially in the field of education, thinking with responsibility and active and effective work is particularly important. Judging from the relationship between design services and design education, design service work in market competition is a complex, tedious, and creative problem-solving process that focuses on business objectives. From the nature of work, its ultimate goal is to be relatively clear. And clear - to obtain economic benefits. In the field of design education, things to be faced at this point are not so simple. There are many factors to consider and run through: market demand, teaching mechanisms, academic doubts, research achievements, etc., and her future profile is also It is not so clear. To work hard with these responsibilities and enthusiasm to face these issues for a long period of time is really something that should be done well for design educators, but not so easy.
The continuous development of the market requires education with mature operating mechanisms, and it requires arrogant education attitudes and pioneering scientific research goals. Thoroughly understand market demand and train design service talents. For art design institutions or departments engaged in teaching, there are social ethos and market pressure, and this discipline is more emphasis on practicality. There are often tendencies to focus on the process, but calm analysis, review of self, should be There is such a conclusion. First of all, we are teaching institutions. We have unique work goals and work processes. We can't fall back to the market in any respect. Market conditions are a kind of apparent and dominant thing, and education and training work needs considerable foresight. And the analysis process is the premise, so independent thinking of design education relative to the market is absolutely necessary and appropriate.
These requirements tell us that design education faced with the social market can not only be a superficial “training center†for professional skills, but also have a perspective on the market, study the adaptability of students’ professional design skills, and put the design practice on the Mapping thinking on the basis of design and creating new pedagogical methods. Method education should be closely integrated with skills teaching, otherwise the "method" will be impotence. The profound influence of design education on future design practitioners is self-evident. Although many designers are still hone in the work and market for a long period of time, for individuals, the actual learning efficiency and learning The cost and cost of seeing this growth process is enormous. As part of the social division of labor, the art design education system is responsible for cultivating the efficiency and effectiveness of design talents. This is a requirement put forward by social development. It is the existence of art and design education. key. Seeing this, our focus and sense of urgency will be clearly revealed. The expansion of the training area, the reduction of the effective scope of the teaching, the lack of quality, the depth of research and the lack of forward-lookingness are already obvious problems.
The demand for designing creative work in the market is endless, and the core of designing creative work is the use of thinking methods and methods. This is something that cannot be simply covered by performance forms or operating techniques. The forms and techniques are relatively fixed, but the method The methods can be melted in various things or fields. In the actual situation, the education of forms and techniques occupies a large proportion of our teaching, and due to the lack of input, the teaching contents of forms and techniques are also relatively simple and scarce, and we must know Students are "innocent."
With the globalization of the market in the future, the impact of foreign design on China is undoubted, and it can be seen that the pressure on the work of the design education community is also an opportunity for learning. However, we are too eager to grasp the old skills teaching and cry out “method education†only. It can be a kind of frustration that can't solve the problem. Under the current unsatisfactory teaching conditions, the force to solve the problem can only be focused on the first line of teaching. The quality of teacher analysis and thinking will directly determine the teaching effect. , Summarize and reflect the way of thinking through skill operation. For art students who are already inclined to perceptual thinking, it is very difficult to instill practical methods to instill a "brilliant" methodology. It is an important task for teachers to promote experience and communication in professional design courses. Indoctrination should be left to the library.
Fully understand the "consumption" of education today. In the past, almost all of our higher education was invested by the state. It was the state that gave students the opportunity to study. Now it is gradually turning to fee-based education. There are also more schools to choose from. There are also more people who can accept art and design education. The education shifts from welfare to welfare. A kind of consumption. As a consumer, then consumers can have direct rights and requirements. Such rights and requirements are embodied in amassing development potential and solving employment problems. Almost all people in the field of design education know that many design students have already stumbled to the market when their professional qualities are not yet sound and lack operational skills. They are eager to step towards the ultimate goal (of course, they are curious.) Psychology, as an attempt, from the actual situation, the vast majority of design and practice industry elites and operating skills can not be in the teaching power of colleges and universities, but in the past we also talked about the college can not be just a "training center" of professional skills. It should be the system cultivation ground for restarting the heavy lifting method and cultivate talents with "successiveness" through scientific process. Practice exercises need to have a real market background, schools are difficult to simulate, there is no need to simulate, and the training of employment experience should be left more to the specific work to social posts, learning and work are essentially different stages, can Convergence and mutual promotion, but after all, it is different. Of course, the arrangement of professional curriculum and schooling in schools should be consistent with the employment situation in the professional market. Otherwise, students' premature concerns about employment adaptability will lead them to return to the market more and more early, limiting the potential for development and possibility. Allowing students to correctly recognize their own strengths and their future social values ​​will play a major role in shaping their motivation for learning and selecting key learning points.
The problem of determining the future self-social value for art design students has a great guiding significance in their learning objectives. Art students have a very personal ideal for realizing their own value, whether mature or not, but the actual situation is many designs. The purpose of the students was too shallow. When they chose to study at a design school, they decided to become designers, (some of which were caused by the will of the parents) while receiving design training. However, in fact, the design had been over and over, lacking the enthusiasm they deserved. Work hard. For teachers, inspiring and nurturing their motivations, enthusiasm and desire for design and life, learning and life, and inspiring their feelings and creativity, the “petals†will be opened first and opened. Responsibility. After entering colleges, the autonomous space for learning is expanded, and self-disciplined students will form a vicious circle: Pre-entry a. The desire for career b. After the long-term for the professional learning process Enrolment a. Insufficient self-discipline b. Lack of learning process Orderly arrangements c. Major learning energies inadvertently shift to other aspects, lack of initiative in thinking d. Seeking so-called “direct motivation†(from the negative incentives in the market practice field of interest factors to make the market look and school learning The process makes a superficial comparison.) Entering design posts a. Insufficient accumulation of basic skills b. Confidence in the face of competition c. Late self-review d. Can only “cram†in social training e. Perseverance is not strong, resulting in paralysis For lower grade students, do not overemphasize the difference between design services and artistic performance, but for upper grade students, make them understand the difference between using public symbols and using elite symbols in practice.
Students just entered the professional colleges and universities, and they are not mature enough to understand the role of the courses they are learning and the relevance of the courses. As teachers should consciously arrange the teaching links reasonably and emphasize the preparatory significance of basic teaching, they should have a keen interest. , Actively establish a solid professional foundation. During this period, teachers do not have to overemphasize the difference between design services and artistic performance, so as to avoid students from forming an extreme view when they are not mature enough to understand, but not conducive to learning in the future. However, for senior students, they must understand the specific problems of design practice and the existence of actual interests, emphasize the functional requirements and adaptability of the design process, and emphasize the service quality of design work.
They were reminded of the differences in the use of popular symbols and the use of elite symbols in practice, gradually changing the tender status of their handling of things, and carrying out excessive steps for professional creation and work, which is also a positive response to the current employment situation. Artistic design teachers should have a strong sense of role change between the market and the students, and should be properly grasped. There are still some unavoidable issues in the art design education, that is, the role of the design teacher. Due to the characteristics of the profession, the design teacher often needs to serve two roles. In the face of the market, they are designers who participate in the market competition. Or business operators, so, between the market and the students, should have a sense of role change, grasping properly, because in the market is engaged in specific operations, the conclusions are practical, but also often have limitations, schools Education requires a high degree of perspective on issues, not to mention the fact that many students have different situations and have different possibilities for development. They must not be instilled in them with local theory or extreme views. Market phenomena are constantly changing. Education Excessive pragmatism is likely to cause students to be helpless in the face of a new environment. It will be a sin for educators. As both roles, there should be more in-depth thinking and behavior, giving students the choice of methods and space, and specific experience can only belong to individuals, with reference value, but not necessarily applicable to all peers, isn't it? Careful design of constraints on the subject's operations is the key to achieving teaching goals.
In teaching, do not overuse the market practice and the teacher's personal experience to limit the student's homework, but it is entirely possible to incorporate these factors into the “constraints†of the homework. Careful and thoughtful design of the “constraint†is to achieve the purpose of teaching. The key to this is to have a positive effect on the breakthrough of student work forms and the development of thinking. At this point, teachers must be open-minded, tolerant, and comprehensive.
Although today's art and design education institutions cannot immediately reflect this rapidly changing design environment, it cannot, therefore, become a training camp that is now buying and selling, whether it can