Comparison of Teaching Innovation Models for Undergraduate Graduation Design in Domestic Environmental Design Majors
Download as PDF
DOI: 10.25236/iwass.2018.084
Corresponding Author
Xin Wang
Abstract
At present, many universities in China have established environmental design majors. However, compared with foreign countries, domestic environmental design professional education started late. Although it has a large scale of environmental design professional education, it is still in the exploration stage in the talent training mode. As far as graduation design teaching is concerned, it focuses too much on subject theory and ignores practice theory; it focuses too much on the use of learned knowledge and neglects the introduction and study of new knowledge and methods in production practice. As far as the graduation design works of college undergraduates are concerned, it is found that more content is empty, lacking connotation and innovation, and completely stays at the visual level of conceptualization, formalization and representation. As a result, the comprehensive design of graduation design teaching is insufficient for students. The actual effect and the demand for students' practical ability and innovative ability are quite different, and there are different degrees of disconnection. The main problem is reflected in the four topics of graduation design, the selection mode, the guiding mode, the creative process and the assessment system.
Keywords
Environmental Design Major Graduation Design Teaching Model Comparison