A dynamic teaching reform course

Not long ago, I took an observation class "Urban Landscape", which belongs to landscape design, mainly introducing the design of service facilities and architectural sketches in urban communities, streets, parks and other public places. Such as telephone booths, bus shelters, dustbins, advertising light boxes, etc., I tried to use the new teaching concept, made some attempts and exploration.

First of all, I strive to create a situation for students to go into modern metropolises at home and abroad to see the current situation, characteristics, development trend and basic knowledge of public facilities (landscape design). Students deeply feel that landscape design is what their cities have to face every day, which seems inconspicuous, but it is as important as city beautification, greening and sculpture. A good landscape design is not only a practical object, but also a work of art, it can enhance the cultural taste of the city, but also a beautiful urban landscape.

With the improvement of understanding and the display of multimedia high-definition pictures, the students were very enthusiastic, especially when they learned that the student model paintings in this chapter were all written by several students in the second year of junior high school in our school. when this chapter was written by my teacher, the students were in high spirits and eager to try.

In order to put the design activities into practice, I assume that a newly opened cultural square in the urban area will be used as the background. Two design projects are put forward to design a set of telephone booths and garbage bins for the square. Requirements: the design should have a sense of the times, combine the function and form, and coordinate with the environment. In addition, I also asked students to participate in social surveys to understand the evolution and development of landscape design in our city. The students quickly entered the role and made use of their spare time to come to the scene to understand and examine.

According to the on-site information feedback (the existing greening, beautification and surrounding buildings of the square, etc.). When we went back to the classroom to conceive and design, the students gave full play to their imagination and creativity, and the design sketch was quickly sketched out. Some are even very creative. For example, the telephone booth is designed to be an eagle spreading its wings. People have a kind of sense of security under the protection of their wings. Some are designed as a huge mushroom, living in an open square, facing the green grass. The mushroom-like phone booth is dotted with it, just like the warm feeling of returning to nature. The whole teaching process is full and compact, complement each other inside and outside the classroom, students feel relaxed and lively, greatly mobilize students' enthusiasm and initiative in learning, and teaching has achieved good results. Although this is not a successful teaching reform course, it brings me a lot of thinking and enlightenment:

First, art teaching must be combined with social practice and connected with social life. Traditional art teaching puts too much emphasis on subject center, seriously divorced from society and students' life, and students feel dull and lack of interest. This class is actively linked with urban development, community planning and construction to solve practical problems in social life. Students feel useful. Landscape design is closely related to people's life. Excellent landscape design can not only bring people convenience and comfort, but also bring people spiritual beauty and enjoyment. We have the responsibility and obligation to participate in it and contribute to the construction of civilized cities. When teachers fully affirm their design ideas, students will feel excited and proud, and they will think that it is really good to be a landscape architect.

Second, art teaching can not be divorced from students' life experience and students' reality. In the past, there are usually a lot of professional terms in this chapter, and the design requirements are tedious and complex. On the subject, this course changes the obscure technical terms, humanized and poetic topic "Urban Landscape" in the past, which shortens the distance between the learning object and the students, making people feel relaxed, pleasant, acceptable and understandable. The focus of this chapter is to cultivate students' imagination and creativity, so the technical requirements are not very high, students have freedom of conception and composition, and various forms of expression. It is possible to draw evenly by hand, especially the garbage bins and telephone booths made of waste materials, which are vivid in shape and have great temperament in cultivating students' ability to use their hands and brains, develop good living habits and enhance environmental awareness.

Third, the art curriculum should be integrated with the contents of other disciplines to form a joint force in teaching. this chapter allows students to participate in social investigation to understand the evolution process of telephone booths, garbage bins and bus shelters from the initial pure practical function to the unity of function and aesthetics. This kind of tracing back to the past and looking forward to the future is necessary to improve students' aesthetic ability. By presenting their design ideas orally and in writing, they can also develop their ability of inductive expression. In addition, I also encourage qualified students to look up information on the Internet and be able to draw design drafts by computer. The activities with rich forms and contents open up the learning space and meet the multi-level needs of students. Make the reform of art class show infinite charm.