Furniture,Outdoor Furniture,Chair Furniture,Office Furniture NINGBO CHEN WEI SUPPLY CHAIN MANAGEMENT CO.,LTD , https://www.chenweifurniture.com
[Keywords] packaging design, teaching methods, teaching methods In May 1998, I was selected by the state to Israel to participate in the "MASHAV" international business class training program, through intense teaching and final projects, in 30 countries. In the design of the trainees, the highest design award was awarded. The topic of this training is: product design, packaging design, advertising design - small business market strategy. Through learning in many aspects, this article only wants to explain the new concept of packaging design teaching in light of the situation of domestic packaging design teaching.
1 Some aspects of domestic packaging design education China's packaging design education started relatively late and has been developed since the reform and opening up. In particular, after the introduction of the three core components of Bahaus's theory, the development of the market economy has created a distinctive design category—package design—from the design of decoration. The traditional arts and crafts education is based on fine arts. At the same time, the use of pattern teaching thinking, and education with advocacy as its orientation, has for a long time formed a kind of decorative thing, which is the aesthetic tendency of good things. Therefore, in a very long period of time, there has been little research on the design function, design psychology, etc. in the country that conforms to the theory of modern design education. Many lessons have emerged. For example, many export products are almost unpackaged, low in price, and repackaged by others. Can be sold at high prices; some serious damage. The idea of ​​"aestheticism" has continued for a long time in the country and has even reached primary education. Recently, I presented a proposition in a freshman symposium: how to beautify the classroom. After the proposition was put forward, almost all of the answers were linked to paintings, stickers, and other extremely superficial design ideas. This phenomenon shows that until now, in the field of design education, there has not been a real introduction of modern design consciousness in the popularization of aesthetic education, so that after entering the university, it takes a lot of time to focus on guidance. The emphasis of modern design education thinking should begin with the understanding of “man†and integrate the “market and economic†perspective into the design of teaching.
Chinese design education has gradually entered the modern design thinking. However, with the design thinking, there is no corresponding teaching method and means, and students cannot fully grasp the essence of modern design. Design teaching requires a lot of image data display. We can't fully use computers or electronic teaching methods. Therefore, under the boring theory, students mostly feel abstract or do not understand. Although teachers also prepared some teaching aids and adopted some electrochemical methods, many of them could not have a real effect. For example, color charts used for color composition did not have a standardized wall chart, and they often had to paint with water color paint. When the students were shown to the students, the color deviation was extremely large and even led to false impressions. The slide show teaching was also used most of the time, but the teaching theory and the slide show time were not in synch, resulting in a dissonant teaching effect.
2 New Ideas and Methods for Packaging Design Teaching Learning in Israel is intense, but scientific study arrangements and effective teaching methods have eased all kinds of obstacles and tensions and maximized potential.
2.1 The problem is concise, content is rich, and the content of the active thinking is simple in terms of form. That is to say, the learner can quickly understand the teacher's question or practice. The teacher uses the most popular charts, pictures, and even simple texts to ask questions or give explanations. After the questions are asked, students are asked to make their own ideas, and then they are integrated and become more informative. Out of his own association: cream, breakfast, flour, jam, wheat, smell, milk, home, food, sale, oven, cheese, packaging, etc. These are the things that bread associates, new combinations of these associations, and new evaluations from them; and new associations for bread from another level: bread - price - money - work - - Earn money - Taxes - Taxi - Yellow - Sun - Hot - Israel - Friends - Cooperation - Training Centers - Students - Young - Sports - Health - Food. This is a chain that makes bread more connected. For these, we can conduct more in-depth research on packaging design and market. In the teaching methods of extension and contact, not only the students' thinking is active, but also they can be transformed into abstract thinking in figurative thinking.
An analysis of a product or design can also use this “incremental connection idea†to allow trainees to think together, and to improve the simple connection, we can enter deeper design and marketing strategies. Using this method in class can analyze any product and its design, rationally introduce the content focus, and step up the students' mind and intelligence to the highest level. For example, design is composed of different elements. Its five main components are: lines, shapes, colors, textures, and composition. These elements can be described by similar features of specific objects. To speak clearly and with broader meanings, after the teacher asks a question, the student will answer it, the middle teacher will prompt or help answer it, and the sample will be the best argument for the common participation.
2.2 The variety of materials and the forms are different. It is not easy to be a teacher with fun. It is even harder to be a successful teacher. In the teaching of packaging design, the teacher must not only have a solid theoretical foundation, but also It is important to prepare a large number of image materials and materials that meet the theoretical needs. For example, when teachers design classes, they always have to prepare many products, have better products, have poorer products, have products picked up somewhere in the home, and there are cartoon toys bought on the street. This pile of products is to allow students to understand the characteristics and design of the product more directly in the classroom, using a variety of methods and means to explain a point of view teaching methods. Therefore, a vivid lesson should be the best emotional expression of the teacher. Sometimes, the teacher raises the product to explain its advantages and disadvantages; sometimes he uses similar things in the product (such as cartoon toys, etc.) Make comparisons; sometimes go to the middle of the students to pick up some items to explain. In short, with the simplest and most lively method that best enables students to memorize, students are allowed to understand a certain problem or design of the course.
Teachers often have to prepare more picture materials and props to improve their thinking. Picture materials are often obtained from various sources. According to the content of the course, they are displayed from time to time and distributed to students for reading. Some of the pictures may not be the same as the subject of the lesson, but in order to compare other pictures of the same theme, as much as possible to contrast, so that the resulting contrast, correct and clear, visual experience greatly increased, in class, the teacher step by step he explained a Creativity ideas can be posted while posting texts of various shapes, sometimes moving their positions; sometimes superimposed on top; even with a characteristic item stuck on paper for students to experiment and Feelings. This approach is much more flexible than using chalk to write directly on the blackboard. The dynamic teaching effect it generates is more reflective of the gradual nature of thinking. It can therefore adapt to changes in students' thinking, stimulate the brain, and stimulate classroom atmosphere.
In addition, in order to allow students to consolidate their theoretical thinking, the teacher can leave the picture materials and creative stickers behind the classroom, allowing the students to understand and watch slowly, leave the “classroom†on the wall, stay in the spare time, and stay in the memory of the students. in.
The teaching materials are very different. From the different perspectives, the packaging design came into contact last year and brought the design feelings to the students. For example, in order to explain the difference between good and bad or whether there is packaging or not, the teacher personally bought several different pieces of potato chips. First of all, they distributed it to the students to taste (when everyone had interest), and then took out another package with different quality. The potato chips let everyone taste. Next, the teachers asked one by one how they felt after eating. Of course, good and bad things were tasted by themselves, coupled with their packaging, they would personally feel the pros and cons of the product, while allowing students to use theory. The idea of ​​writing out its taste, texture, aspect, freshness, color, etc. is really interesting.
2.3 Student participation, position change, teacher-student integration In the traditional teaching model, the lectern became an obstacle between the teacher and the student. 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 performed 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, and when appropriate, they can become "enclosed." With the change of structure, the way of teaching changes, and in the course of designing a lesson, the teacher can give lectures anywhere in the classroom, sometimes at the stage, sometimes behind, sometimes in the middle, and sometimes by 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, a very 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. In addition, 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?
2.4 Electrification Teaching, Variety, Blackboard to Whiteboard This training, teaching methods are rich, in addition to the numerous pictures and product data described above, in the classroom more use of audio-visual teaching. On the one hand, classrooms are not only common learning venues, but also can be quickly converted into audio-visual education venues, so that lectures and projections can be performed simultaneously. The theory and visual images will not be disjointed from traditional teaching, which will lead to students experiencing boring situations. Slideshows and projection teaching save a lot of textual presentation time. At the same time, the standardized text, various legends and forms are used to make it more thorough. The 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. These devices are usually used together, in need of some
New concept of packaging design
Abstract: China's packaging education started relatively late. Although packaging design teaching gradually entered the modern design thinking, its concept, teaching methods and teaching methods were all relatively backward. The questions are succinct, rich in content, and active in thinking; material is one of many forms and interesting; student participation, position exchange, teacher-student integration, electrified teaching, diversity, and blackboard change to whiteboard and other advanced experience are worth learning from.