1、1Study on the Construction of the Practice Teaching Environment for Environmental Art Design ProgramAbstract. The training of the personnel in art design will be complete ultimately relying on the innovative course system of this program, and also the training model and teaching system have to meet
2、the needs of modern social development, science and technology development, and employment market. However, environmental art design program based on science and technology features very strong practicality. In this paper, through analyzing the characteristics of environmental art design program and
3、 combining the concept of modern design education, a feasible model of practice teaching and the operation methods of professional project teaching oriented at studio are proposed, for the purpose of creating a practice environment in which design art personnel with subject characteristics can be tr
4、ained. Key words: Professional Project; Environmental Art; Studio; Practical Teaching Environmental art design is a subject that has been widely 2applied in the modern society. In higher education, environmental art design program is involved in wide areas, and also features very strong interdiscipl
5、inary practicality. It is necessary for the personnel training in colleges and universities to produce market awareness, make ideas clear and definite, highlight specialties, lay a stress on technology, and enhance art, thus setting up new teaching model and teaching method oriented at professional
6、projects. Professional teaching is only oriented at market demand, but it can make an enhancement to the employment ability and comprehensive quality of students and train innovative personnel only if it can attach high importance to social practice and regard the skill training of students as the f
7、oundation according to the requirements of environmental art design technological field and jobs. The trial, which was made by German Bauhaus in art design education, has laid a solid foundation for the modern art design education, and also has established the modern art design educational concept i
8、ntegrating art with technology. 1.Practice Environment for Personnel Training Is Necessarily Required by the Characteristics of the Program Environmental art design is a typical inter-discipline 3subject. It is a cross-penetration of multiple elements such as natural science, social science and art.
9、 An educational mode, which integrates production, study and research together, has to be established for the training of environmental art design personnel. Chinas Educational Reform and Development Outline shows that it is necessary for higher education to “strengthen the teaching and training in
10、practices, develop the cooperative training with actual social working departments, and promote the integration of production, study and research“. This requires art design education to be better integrated with production practices together. Thus, when completing normal teaching tasks, teaching can
11、 serve for research and production; research can provide theoretical guidance for teaching and production; production can provide experimental bases for teaching and research, and also can closely connect with enterprise and market. 2.Forms of Creating the Educational Model Integrating Production, S
12、tudy and Research Art design education is empty without industries and market, and superficial without the research and development of science and technology. Scientific research has to be located at application development, and innovation research is entirely possible and owns a brilliant future. T
13、o follow the development 4road of integrating production, study and research, the several training models below can be created. 2.1 Using Work-integrated Learning as the Breakthrough Point of the Personnel Training Model of Art Design Education The key of practice teaching lies in the skill transfor
14、mation of professional theories, and work-integrated learning is a necessary measure for practice teaching. Adjusting the traditional teaching plan, establishing the teaching and training platform of work-integrated learning, and implementing an effective practice teaching and skill transformation g
15、uarantee system are the necessary measures for the realization of teaching objectives. Through constructing the course system and educational model of work-integrated learning as the key point, taking the professional work process as the guide, and centering on professional basic skills and core abi
16、lity as major target, the necessary knowledge and ability points can be carefully selected, refined, optimized and combined, so as to train the ability of students to participate in the construction of “work world“. 2.2 Clearly Defining Training Goal, Establishing School-enterprise Cooperation and E
17、xpanding Training Methods from 5Actual Work Tasks and Work Process First, departments and programs can be managed cooperatively with enterprises. For example, “order-oriented“ training model can be implemented; according to the needs of enterprises training goal can be clearly defined and also teach
18、ing contents can be flexibly arranged. Also, excellent designers in enterprises or industries can be employed to give students lectures and s design instruction. In this way, students will get a clear goal for graduation. Second, outstanding design teams of high quality can be sent to enter the desi
19、gn studios of companies or enterprises, so as to practically complete projects and realize paid services. Third, “OEM“ tasks from enterprises can be undertaken. Design projects can be introduced in all programs and included in teaching and training. Thus, practice opportunities can be provided for s
20、tudents, and “bid-oriented“ selection can be implemented after students achieve good results. The students whose design works are applied can be paid and rewarded. In designing the design projects of enterprises, teaching guidance can be made according to design contents, and thus the simulation des
21、igns with inanition and armchair strategy can be 6prevented. Fourth, school-enterprise cooperation can be established, and also the construction of social training and practice bases can be strengthened. According to the actual conditions of school, practice and training bases outside school can be
22、actively explored. Also, it is necessary to break regional scopes and follow the market, and also set up a great number of training bases all over the country according to the distribution of students and the layout of advantageous industries. Fifth, the existing equipment resources at schools can b
23、e fully utilized for carrying out the construction of the “productive“ training rooms in training bases inside schools from multiple aspects; teachers or design personnel in enterprises can make designs, research and development with students together through innovative design research projects, con
24、vert or complete them to products, and also increase the innovation and development of scientific researches. 2.3 Establishing Research and Development Institutions Research and development institutions such as research institutes and laboratories for all programs can be established. 2.4 Establishin
25、g Professional “Studio“ Oriented at the 7Integration of Production, Study and Research Studio-oriented teaching is not a new concept. As early as the 19th century, there was an artist studio teaching model popular in France. This teaching form was further developed by German Bauhaus College founded
26、in 1919 and the original personal teaching behavior of artist or designer was turned to be a type of organized collective behavior. Studio is a form of design education. The specific practices in a studio system can be concluded as follows: there are no programs for freshmen, who are required to com
27、monly learn modeling foundation and professional foundation; sophomores are allowed to select programs according to the principle of two-way choice; the second academic year and the third academic year are the stages for the professional learning of students; after the training at the foundation pla
28、tforms of the second academic year and the third academic year, students can enter the studios of their own program in the fourth academic year according to the actual development conditions and social needs, and then start the in-depth study of their program the setting of instructors studio based
29、on their intentions and instructors guidance; teaching practice can be made from the directions of building, interior and 8landscape, respectively. In teaching forms, openness is applied; the direction of researches is set up by liability professor according to programs, and also the teaching group
30、of research materials is constructed by the liability professor. The ultimate goal of instructors project teaching oriented at studio system is to help students acquire and increase knowledge through cases and practice teaching. Projects sources are based on the needs of market and enterprises. Ther
31、efore, it is necessary to propose schemes for project design according to the current social engineering constructions, and also professional teaching can be developed by centering on projects. Studio is a social practice window open to the outside world; social practice is aimed at two different le
32、vels: (1) teachers; (2) students. The improvement of teaching quality is directly influenced by the quality of studio practice environment. The teaching environment in studio includes soft and hard environments. Soft environment refers to teaching management, faculty quality, and construction of stu
33、dy styles. Hard environment refers to all facilities of teaching demands, such as professional libraries, display windows, electrochemical teaching facilities, and 9experimental equipment. Teaching can be conducted in the teaching environment created in studio, and teaching forms such as on-site tea
34、ching and simulation entrepreneurship education are also implemented. These not only increase the interest, entrepreneurship and employment awareness of students, but also make an enhancement to teachers sense of responsibility. In the meantime, a benign interaction between teachers and students is
35、created. 3. Project Teaching Operation Model and Process of Studio Project teaching is a teaching method, which gives a reflection to the concept of action-oriented education and is constructed based on the theories of constructivism and situational learning, so as to change the traditional teaching
36、 centering on knowledge impartation to the multi-dimensional interactive teaching giving priority to project completion, professional experience and problem solving. In professional teaching, all teaching projects are organic integrations of knowledge with skills; teaching design can be implemented
37、according to the order of industrial standards, and the specific contents of each link can be respectively discussed. First, the introduction of teaching projects is a learning 10beginning of students to enter studio; students experience the employment situations related to studio and projects, and
38、instructors assign project tasks and propose relevant project requirements and conditions, thus promoting students to know well the professional knowledge and skills necessary for the completion of course project tasks in this studio. Second, relevant knowledge should be analyzed; relative concepts,
39、 historical background, theoretical knowledge, methods and principles in solving and completing projects should be introduced as the foreshadowing of related knowledge by teachers to students. Also, it is necessary to admire the design cases of all kinds of styles and schools, and also learn the des
40、ign process and solving methods of related cases. Third, project plans should be established, requiring students to collect the information of introduced projects through consulting relevant material, manual, and market research, so as to know well the background of projects, make work plans, clearly define group division of labor and individual job duties, and complete assignment book and implementation scheme. In this process, it is necessary for teachers to provide students with relevant guidance and advices.
