DOI：http://dx.doi.org/10.26855/er.2023.04.002
Research on Curriculum Teaching Mode in Higher Vocational Colleges under the Concept of Action-oriented Teaching—Take Graphic Design Course as an Example
Qiaofeng Li*, Xiaolin Guo, Naijian Yan
Yunnan Economics Trade and Foreign Affairs College, Kunming, Yunnan, China.
*Corresponding author: Qiaofeng Li
Abstract
With the deepening of teaching reform, the concept of action-oriented teaching is gradually entering the curriculum teaching in higher vocational colleges, and it has become an effective way to explore and realize the cultivation of students' innovative spirit and enhance their key abilities. On the basis of expounding the connotation, basic characteristics and application value of action-oriented teaching concept in graphic design course teaching, this paper puts forward some concrete suggestions on optimizing graphic design teaching mode from the aspects of grasping the application principle of action-oriented teaching mode, adjusting the teaching content of graphic design course and innovating the teaching method of graphic design course. In the teaching of graphic design course in higher vocational colleges, innovative course teaching mode by using action-oriented teaching concept can effectively cultivate students' key ability, realize the organic integration of learning process and action process, and finally promote students' knowledge internalization and significantly improve students' ability. Therefore, how to construct the teaching mode of graphic design course based on the action-oriented teaching concept has become an important research topic.
References
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How to cite this paper
Research on Curriculum Teaching Mode in Higher Vocational Colleges under the Concept of Action-oriented Teaching—Take Graphic Design Course as an Example
How to cite this paper: Qiaofeng Li, Xiaolin Guo, Naijian Yan. (2023). Research on Curriculum Teaching Mode in Higher Vocational Colleges under the Concept of Action-oriented Teaching—Take Graphic Design Course as an Example. The Educational Review, USA, 7(4), 403-407.
DOI: http://dx.doi.org/10.26855/er.2023.04.002
