Humanistic Significance Construction Generated

Through investigations and studies on the art and design education at home and abroad, this thesis creatively puts forward with a tentative idea of constructing a pedagogy named Problem-Based Learning (PBL) on the basis of Constructivism, Situated Cognition and the attributes and characteristics of art and design.To construct PBL mode, the author has set up some workrooms directed by tutors and oriented to students from Art and Design Major of Dalian Nationalities Universities. Besides, the author also takes social problems, cultural problems and educational problems emerging from the course of modernization in China as main teaching contents with teamwork and interaction-exchange as the teaching form, which is evaluated by diversified and integrated assessments. It aims at, through constructing a teaching mode with China's society and culture as its background, making such problems take root as the heritage and protection of culture, social change and development, urbanization, education for children, problem of the aged, rural problem, education on values, etc. which attributes to the construction and generation of humanistic significance in professional education.This thesis consists of three parts. The first part is an introduction to the background of the research and its basic theories. It mainly introduces the origin, purpose, significance of the research and the development status of art and design education at home and abroad. The author holds that the most important issue of art and design education in China is to construct a student-centered pedagogy of art and design in accordance with the needs of human development under the specific social and cultural backgrounds. The art and design education should, on the basis of skill education, take cultural and social problems as its core, to cultivate students' right values and culture consciousness with the help of problems-based professional education.The second part focuses on the construction of the PBL pedagogy. It mainly includes the educational thought of Constructivism, the instructional design of PBL pedagogy, curriculum design, learning design and evaluation system design, which is the core or emphasis of this thesis. This part, on the basis of theoretical explanation, mode construction and analysis to some teaching practice cases, systematically constructs a student-centered and problem-based pedagogy of art and design. The author holds that the problem-design, teaching interaction, situation setting, learning community and integrated evaluation model, etc. are the key contents of PBL pedagogy, which aims at making students help the construction develop in a natural way.The third part is the purport of this thesis, which explains comprehensively the values and significance of Problem-Based Learning in the education of humanistic knowledge, value education and cultivation of humanistic spirit. Its core idea is, through these problems, to make enquiry into humanity, inherit fine culture, interpret responsibility and make students participate in the education of humanistic value. The author points out in Chapter Nine that PBL pedagogy of art and design has two important humanistic values:the first is to awaken the soul of human beings, which helps proceed from knowledge education to culture education. It can also helps guide learners get rid of the confusion of cultural heritage and development and promote the realization of cultural consciousness; the second is to improve the phenomenon of "Cultural Island" in professional education, which helps education play a role in inheriting and developing culture. The author holds that professional education in universities has led to the phenomenon of "Cultural Island" due to discipline limits, ethnic boundaries and learners'monotonous learning style. The problem-design and student-centered activities in the process of teaching can help break the cultural gap between universities and the society, different ethnic cultures, learners and various majors so as to realize the construction and generation of humanistic significance.