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国内高校艺术设计类本科专业涵盖了多样的专业方向,它涉及教与学的地位关系、课程的内容体系、教学方法和教学评价机制等问题。而教学评价机制在高校艺术设计本科教学研究中并未引起专业教学工作者的重视,艺术设计专业的教学评价也多以作品成果为导向的单向学习评价为主。现今,艺术设计专业教育的目标已从过去重视设计表达能力的培养,发展到培养学生探究表达、理念分析、审美理解以及实践应用能力的培养方向上。文章旨在从教学评价模式、教师、学习者和教学研究者的角度,探讨多元化教学评价模式在艺术设计本科专业教学中应用的可行性。——题记
The undergraduate major of art design in domestic universities covers a variety of professional directions, which involve the relationship between teaching and learning, the content system of the curriculum, teaching methods and teaching evaluation mechanism. However, the teaching evaluation mechanism has not aroused the attention of the professional teaching staff in the undergraduate teaching of art design in colleges and universities, and the teaching evaluation of art design major is mostly based on the one-way learning evaluation oriented by the work achievement. Nowadays, the goal of art design education has changed from training and development in the past, which emphasized the design and expression skills, to cultivating students’ ability of inquiry expression, idea analysis, aesthetic understanding and practical application. The article aims to explore the feasibility of diversified teaching evaluation model in art design undergraduate teaching from the perspective of teaching evaluation model, teachers, learners and teaching researchers. --Inscription