工程制图课要和高职教育相适应

工程制图课的教学内容和方法，要适应高等职业教育的特点，应根据不同专业的需要进行取舍，要同计算机制图和金工实习结合起来。     

Drawing pictures during learning from scientific text: testing the generative drawing effect and the prognostic drawing effect

Does using a learner-generated drawing strategy (i.e., drawing pictures during reading) foster students' engagement in generative learning during reading? In two experiments, 8th-grade students (Exp. 1: N = 48; Exp. 2: N = 164) read a scientific text explaining the biological process of influenza and then took two learning outcome tests. In Experiment 1, students who were asked to draw pictures during reading (learner-generated drawing group), scored higher than students who only read (control group) on a multiple-choice comprehension test (d = 0.85) and on a drawing test (d = 1.15). In Experiment 2, students in the learner-generated drawing group scored significantly higher than the control group on both a multiple-choice comprehension test (d = 0.52) and on a drawing test (d = 1.89), but students who received author-generated pictures in addition to drawing or author-generated pictures only did not. Additionally, the drawing-accuracy scores during reading correlated with comprehension test scores (r = .623, r = .470) and drawing scores (r = .620, r = .615) in each experiment, respectively. These results provide further evidence for the generative drawing effect and the prognostic drawing effect, thereby confirming the benefits of the learner-generated drawing strategy.     

“工程制图与CAD”课程教学改革与实践

分析了"工程制图与CAD"课程的教学性质及教学中存在的问题。结合教学目标和教学进度改进教学方法,增加和更新教学内容,就变单一课程教学为多课程融合教学等问题提出几点教学改革建议。     

用图看世界——建筑制图课程思政建设的探索

党的十八大以来,习近平总书记围绕“培养社会主义建设者和接班人”做出一系列重要讲话,指出教育工作的根本任务是培养德智体美劳全面发展的社会主义建设者和接班人。须将建筑制图教学与祖国需求联系起来,激发学生的学习兴趣;结合社会热点和历史重要事件,在建筑制图课程教学中融入思政教育元素,在培养学生工程制图能力的同时,对学生的价值观进行培育,在课堂教学中检验思政教育效果,以培养更多优秀的社会主义建设者和接班人。     

工科类工业设计专业素描教学改革研究与实践

由于工科类学生在入学前基本没有任何美术基础,很难适应像素描这样艺术性、技术性较强的课程的学习。加之课程设置不够合理,教学目标不明确,教学思想、手段落后,与相关课程之间内容缺乏系统性、延续性等一系列问题,不利于培养学生综合设计思维与造型能力。本文论述了素描教学存在的主要问题,并提出了素描教学改革的思路和看法。     

Learning by drawing: When is it worth the time and effort?

Two experiments compared the effects of learning by drawing to studying instructor-provided visuals on learning outcomes, learning time, and cognitive load. College students studied a text on the human circulatory system and completed comprehension and transfer tests. In Experiment 1 (N = 107), students studied the text with provided visuals (provided visuals) or generated their own drawings from the text with text-based support (verbally-supported drawing) or without support (unsupported drawing). Results showed that while the verbally-supported drawing condition spent significantly more time and experienced significantly higher cognitive load than the provided visuals condition, there were no differences across the three conditions in learning outcomes. In Experiment 2 (N = 85), students studied the text with provided visuals (provided visuals) or generated drawings from the text with provided visuals as feedback (visually-supported drawing). Results showed that the visually-supported drawing condition spent significantly more time and experienced significantly higher cognitive load than the provided visuals condition but also performed significantly better than the provided visuals condition on the comprehension test. These findings suggest generating drawings prior to studying provided visuals is worth the time and effort.     

重构高职建筑装饰制图课程教学体系初探

当前高职教育的课程改革是基于工作过程导向重构教学体系。通过教学内容、教学方法和课程评价等方面对建筑装饰制图课程体系进行了探讨,使学生在学习性的工作过程中主动地获得建筑装饰制图工作的职业能力。     

成人业余生机械制图课教学的现状与对策

《机械制图》是高等职业技术院校机械、机电类专业的一门重要的技术基础课,课程教学质量的好坏将直接影响到学生对后续专业课的学习和课程设计,而且将直接影响学生在工作岗位上的实践应用,因此提高《机械制图》学科的教学质量是具有十分重要的现实意义的。然而就成人业余班而言,由于存在着教学需求各不相同,基础知识参差不齐,教学面授课时少等现状,要提高教学质量存在着一定的困难。笔者针对成人业余职业教育的特点,在实践的基础上,以应用为目的,大胆组织处理教材;以学情为导向,正确实施分层教学;以操练为手段,合理调节课时比例;以直观教学为主要方法,尽力化解抽象繁难,以标准规范要求学生,养成一丝不苟的良好习惯;以课后辅导为辅助教学形式,帮助基础较差的学生迎头赶上,取得了较为显著的教学效果。     

Genealogy of self-expression: a reappraisal of the history of art education in England and Japan

Abstract

In both England and Japan, art education was viewed as having nothing to do with self-expression, but was considered to be an efficient means for industrial development. In England, it was designed to train the eyes and hands of artisans. The art critic Ruskin has often been referred to in the context of the transition to self-expression in the history of art education. This article shows, however, that Ruskin was not an advocate of self-expression. In Japan, drawing was introduced into the general education curriculum at the beginning of the Meiji era, and the aim of that instruction was to train the students' eyes and hands. In response to this trend, the Free Drawing Movement was introduced by Kanae Yamamoto. He attempted to introduce the methods of creation used by professional artists into general education. But this aspect was neglected by both his supporters and opponents, and Yamamoto has been presented instead as an advocate of self-expression. Drawing on the genealogical approach, as developed by Foucault, this paper re-examines this well-known history of art education. By replacing Ruskin and Yamamoto in the historical context of the transition of art education in two respective countries, the genealogy of self-expression will be revealed.     

宋代文人画与老庄精神

文人画由唐到宋,在不长的时间里发展迅速,虽还不是主流画派,但在苏、黄等人的大力提倡下,对当世及后世都产生了极大的影响。特别是他们所看重的萧条淡泊、虚静无为、不以物喜、不以物悲的老庄精神．为我国文人画的发展作了理论上的先导。后世的文人画家们,在自己的创作中都有意或无意地追求这种精神,寄情自然山水,追求笔墨趣味,得之于象外,成竹于胸中。并成为文人画与其它画种的重要区别之一。