摘要
通过理论分析与案例观察,对图形创意课程数字化转型的过程进行解构。研究发现,师生角色的嬗变具体呈现于3个层面:在角色定位层面,教师从“知识主导者”转向“文化引航者”,学生从“被动执行者”转向“主动创造者”;在行动逻辑层面,教学由单向传授变为项目式协同探索;在权力关系层面,呈现控制向赋能的让渡,形成“生发型协同体”。课程转型成功的关键在于平衡技术赋能与文化传承,必须警惕形式主义,引导学生创作出兼具文化深度与创新活力的图形符号。
Through theoretical analysis and case observation,the process of digital transformation of graphic creativity course is deconstructed.The study reveals that the transmutation of teacher and student roles is embodied in three levels:at the role positioning level,teachers change from"knowledge leader"to"cultural guide",and students change from"passive executor"to"active creator";at the action logic level,teaching has changed from unidirectional teaching to project-based collaborative exploration;at the power relationship level,it presents the transfer of control to empowerment,forming a"generative collaborative community".The key to the success of course transformation lies in balancing technology empowerment and cultural inheritance,and it is essential to guard against formalism and guide students to create graphic symbols with both cultural depth and innovative vitality.
作者
李雅薇
LI Yawei(Shanghai Lida University,Shanghai 201608,China)
出处
《上海包装》
2025年第11期263-265,共3页
Shanghai Packaging
基金
2024年上海立达学院校级科研项目“新质生产力背景下现代学徒制应用研究——以艺术设计专业为例”(AKY 2024-5A04)。
关键词
图形创意
教学数字化转型
师生角色
graphic creativity
digital transformation of teaching
teacher and student roles
