Strengthen Students' Self-Awareness, Foster Their Creative Spirit: "Open-Type" Teaching Philosophy-Based Art Design Teaching Discussion and Practice

By Dongfeng, Liu | Canadian Social Science, July 1, 2013 | Go to article overview

Strengthen Students' Self-Awareness, Foster Their Creative Spirit: "Open-Type" Teaching Philosophy-Based Art Design Teaching Discussion and Practice


Dongfeng, Liu, Canadian Social Science


Abstract

The first that education should endow the students is the active participation as main part if it wants to change students and foster their creative spirit indeed. For this perspective, it is shown that the key of creative education or the immediate mission of teaching is to create subjects and activities suitable for students to participate and explore independently, and to provide students with the necessary method, conditions and environment for fostering creative spirit. In this paper, we, in combination with our own teaching practice, propose an open-type teaching mode, attempt to break restraints set up by traditional art design teaching mode, and explore a path of teaching in favor of fostering students' creative spirit and practical ability, as well as being beneficial to induce students' interests, and build their curiosity, imagination and creativity, thus to find an effective path of practically implementing goal of innovation education in design.

Key words: Creative spirit; Open type; Art design; Teaching method

Innovation is the soul of art design, focusing on the fostering of students' creative spirit and practical ability, and is the emphasis of current art design education reform. In recent years, the design education and teaching reform has witnessed a rapid development in China, but there are still problems urgently to be solved under the restraints of traditional education philosophy and mode, for instance, attaching more importance to theory instead of practice; attaching more importance to knowledge lecturing instead of active exploration, etc.. Such traditional teachercentered teaching mode ignores students' individuality, as well as the participation and active exploration of students as main part in teaching, and lacks flexibility in teaching, resulting in "shrinking" of students' thought, and making them short of consciousness of innovation and ability of exploratory learning, unfavorably adaptative to demands of the society on art design talents.

The thinking way and learning habit of each student depend on their personal life experience and individuality of thinking quality, and each student's learning habit and learning approach vary from those of others, as well as with multifarious individuality. The open-type teaching mode is the very one of considering students' individuality and relying on the nature and characteristics owned by the art design discipline, by means of necessary transformation to disadvantages existing in current classroom teaching, in order to explore an effective path in favor of fostering students' creative spirit and practical ability, building teaching environment beneficial to inspire students' interests, as well as evoking their curiosity, imagination and creativity, and practically implementing the goal of innovation education in design.

The first that education should endow the students is the active participation as main part if it wants to change students and foster their creative spirit indeed. For this perspective, it is shown that the key of creative education or the immediate mission of teaching is to create subjects and activities suitable for students to participate and explore independently, and to provide students with the necessary method, conditions and environment for fostering creative spirit. Therefore, the fundamental objective of open-type teaching is to make the teaching process really based on consideration of students' individuality and their independent exploration and learning by means of transforming the current classroom teaching mode characterized by teacher's lecturing and student's listening, so as to promote the overall development of students' consciousness of main part, creative spirit, practical ability and various qualities.

1. CONNOTATION OF OPEN-TYPE TEACHING

The open-type teaching is a dynamic and open teaching mode aiming at fostering creative spirit and practical ability by taking consideration of students' individuality and self-consciousness as the premise; basing on equal, comfortable, lively and open classroom atmosphere; requiring students to actively participate and to proactively explore and practice, as well as centering on learners; and having various evaluation systems (such as the system of self-exploration, self-solution and self-evaluation, and the students-and-teacher evaluation of learning-and-teaching (STELT)) as guarantee. …

The rest of this article is only available to active members of Questia

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Buy instant access to cite pages or passages in MLA 8, MLA 7, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

(Einhorn 25)

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Note: primary sources have slightly different requirements for citation. Please see these guidelines for more information.

Cited article

Strengthen Students' Self-Awareness, Foster Their Creative Spirit: "Open-Type" Teaching Philosophy-Based Art Design Teaching Discussion and Practice
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Help
Full screen
Items saved from this article
  • Highlights & Notes
  • Citations
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

matching results for page

    Questia reader help

    How to highlight and cite specific passages

    1. Click or tap the first word you want to select.
    2. Click or tap the last word you want to select, and you’ll see everything in between get selected.
    3. You’ll then get a menu of options like creating a highlight or a citation from that passage of text.

    OK, got it!

    Cited passage

    Style
    Citations are available only to our active members.
    Buy instant access to cite pages or passages in MLA 8, MLA 7, APA and Chicago citation styles.

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

    1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

    Cited passage

    Thanks for trying Questia!

    Please continue trying out our research tools, but please note, full functionality is available only to our active members.

    Your work will be lost once you leave this Web page.

    Buy instant access to save your work.

    Already a member? Log in now.

    Search by... Author
    Show... All Results Primary Sources Peer-reviewed

    Oops!

    An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.