Teaching and Learning of Packaging Design

Classmates participated in the change of position, teacher-student integration in the traditional teaching model, and the lectern became an obstacle between teachers and students. The packaging design teaching must realize the real communication between teachers and students. The structure of the classroom can be adjusted or changed. The podium can reduce its height. On the one hand, the psychological distance between students and teachers can be narrower; on the other hand, all students can be more intuitive. See the table of information and products, props; at the same time combined with the characteristics of audio-visual teaching conducted in the same classroom, can be placed on a variety of wall projection equipment.
The seats can also be changed, so that teachers and students can communicate more conveniently. When appropriate, they can become "enclosed." With the change of structure, the way of teaching changes, and in the course of a design lesson, the teacher can give lectures anywhere in the classroom, sometimes in front of the desk, sometimes behind, sometimes in the middle, and sometimes next to the students. Transformation is not for form, but for the communication between teachers and students to achieve the best teaching effect.
In front of the podium is to tell a certain theory, in the blackboard is to write some principles; in the middle of the classroom is for all students can pay attention (of course, the students are not row seats, but the seat type); may be pointing in the back The image data posted on the back panel is used to explain or go to post some information; the teacher can directly talk with a student next to the student, solve the problem on site, and enable other students to understand or understand a certain point of view together. At this time, the teacher The relationship born in the classroom began to converge.
For a theory to be accepted and thoroughly digested, its scientific teaching model is very important: lectures—demonstrations—teachers’ questions—students answer—students ask questions—teachers answer—teachers describe problems—students go to the stage. Written answers—group discussions among students—teachers participate in discussion—each group of students writes the questions and formats of discussion and analysis on paper—each group of students sends representatives to explain the viewpoints discussed in this group—teachers for each group The discussion will be explained and analyzed - the teacher will arrange the assignments - the students will work in groups - the students will display and explain the assignments in the group - the teacher will evaluate the assignments and ask some new questions - complete the final exercise.
In this model, an important feature is that under the guidance of the teacher, the relationship between students and teachers, students and students is almost the same in a lively and intense course, because everyone is immersed in the design and problems of the classroom. The common participatory nature has broken through the teaching nature. Students have the time to think and participate and change passive learning to active learning.
The participation of students can also promote the teacher's thinking and get more answers. In a flexible and orderly teaching classroom, there is no so-called classroom discipline. Teachers and students have been affiliated and nervously put into teaching discussions. Therefore, sometimes, classmates interrupt and walk freely on stage, not only Can not be seen as a violation of discipline, on the contrary, is the natural expression of the students into the role of thinking and answering questions. Imagine being silent in the classroom to solve design thinking?
There are many kinds of electrified teaching, and the teaching methods of blackboard are changed from blackboard to whiteboard. In addition to the many pictures and product data described above, the teaching of electrification is more used in the classroom. On the one hand, classrooms are not only common learning venues, but also can be quickly converted into audio-visual teaching venues, so that lectures and projections can be performed simultaneously, and the theory and visual images will not be disjointed, as in traditional teaching, and students will feel boring. Slideshows and projection teaching save a lot of textual presentation time.
The standardized text, various legends and forms are used to make it more thorough. Projection or slide film can be copied or printed into temporary teaching materials, combined with projection, so that students can understand the teaching content more intuitively. The equipment for electrified teaching is also varied, including slide projectors, film projectors, physical projectors, computer projections, televisions, and video cameras.