Flipped Classroom Teaching Method of Computer-Aided Design Course for Art Design Specialty

被引:0
作者
Fang F. [1 ]
Fan F. [2 ]
Wu H. [1 ,3 ]
机构
[1] School of Ceramic, Pingdingshan University, Pingdingshan
[2] School of Teacher Education, Pingdingshan University, Pingdingshan
关键词
art design specialty; Computer aided design; flipped classroom; teaching method;
D O I
10.14733/cadaps.2022.S8.86-95
中图分类号
学科分类号
摘要
Computer aided design course is an important basic course for art design majors. According to the characteristics of specialty, students and course content, two flipped classroom teaching methods suitable for cultivating students' conception and creativity are designed, and their application is analyzed. The results of computer aided design show that the two flipped classroom teaching methods are beneficial to reduce the pressure of students' centralized learning and fragmented learning, which is in line with the professional cognitive characteristics of art and design students. © 2022 CAD Solutions, LLC.
引用
收藏
页码:86 / 95
页数:9
相关论文
共 11 条
[1]  
Li D.-H., Li H.-Y., Li W., Guo J.-J., Zhong L.-E., Application of flipped classroom based on the Rain Classroom in the teaching of computer-aided landscape design, Computer Applications in Engineering Education, 28, 2, pp. 357-366, (2020)
[2]  
Li D.-H., Jiang B.-S., Li H.-Y., Liu X.-P., Design of experiment course "Computer-aided landscape design" based on flipped classroom, Computer Applications in Engineering Education, 24, 2, pp. 234-240, (2016)
[3]  
Chu C.-H., Xuan T.-J., Developing and evaluating a flipped corpus-aided English pronunciation teaching approach for pre-service teachers in Hong Kong, Interactive Learning Environments, 10, 2, pp. 1-14, (2020)
[4]  
Mita Y., Kawahara Y., 15-year educational experience on autonomous electronic information devices by flipped classroom and try-by-yourself methods, IET Circuits Devices & Systems, 11, 4, pp. 321-329, (2017)
[5]  
Cotta K.-I., Shah S., Almgren M.-M., Macias-Moriarity L.-Z., Mody V., Effectiveness of flipped classroom instructional model in teaching pharmaceutical calculations, Currents in Pharmacy Teaching & Learning, 8, 5, pp. 646-653, (2016)
[6]  
Allenbaugh J., Spagnoletti C., Berlacher K., Effects of a Flipped Classroom Curriculum on Inpatient Cardiology Resident Education, Journal of Graduate Medical Education, 11, 2, pp. 196-201, (2019)
[7]  
Asiksoy G., Zdamli F., Flipped Classroom adapted to the ARCS Model of Motivation and applied to a Physics Course, Eurasia Journal of Mathematics, Science and Technology Education, 12, 6, pp. 1589-1603, (2016)
[8]  
Sohn S., Lee Y.-M., Jung J., Cha E.-S., Chun B.-C., The flipped classroom model for an undergraduate epidemiology course, Korean Journal of Medical Education, 31, 2, pp. 101-113, (2019)
[9]  
Whelan A., Leddy J.-J., Mindra S., Hughes J.-D., Bialy S.-E., Ramnanan C.-J., Student perceptions of independent versus facilitated small group learning approaches to compressed medical anatomy education, Anatomical Sciences Education, 9, 1, pp. 40-51, (2016)
[10]  
Adams A.-E., Garcia J., Traustadottir T., A Quasi Experiment to Determine the Effectiveness of a "Partially Flipped" versus "Fully Flipped" Undergraduate Class in Genetics and Evolution, Cell Biology Education, 15, 2, pp. 1-11, (2016)