Research Application Of Cognitive Apprenticeship On "3ds Max" Course

With the rapid development of network information age, the3dsMax constantly update production technology, with higherrequirements for art design students. However, there’s manyproblems in the “3ds Max” classroom of the secondary vocationalschool. The teachers’ teaching progress can’t synchronize withstudents’ learning progress. Software updates faster; teachingcontent and the lack of timeliness; the students’ comprehensivequality and ability is poor. Therefore, the traditional teaching modecan not deal with the needs of society, the teaching pattern needsto be improved. In the1960s and1970s, the rise of cognitiveapprenticeship is the insufficiency of the school, and that the modelput forward widely followed, after introducing the cognitiveapprenticeship in the “3ds Max” courses of secondary vocationalschool, makes the teaching content, teaching methods, teacher andstudent role has changed. This article analysis from the "Cognitiveapprenticeship" and "3ds Max", with the development of studentsas a fundamental, in order to promote the development of students’vocational ability, for the purpose of integration of curriculumtheory and practice, to do some researchers on the teaching effectof its application. Based on the3ds Max of cognitive apprenticeship curriculum emphasizes training students actively explore in realsituations, analysis and problem solving skills, emphasizes thestudents’ ability of autonomous learning, from passive acceptanceto initiative to acquire knowledge, highlight student’s main bodystatus, promote the students’ practical ability, cooperation abilityand cognitive skills such as language expression abilityenhancement, it helps to develop students’ sustainable learningability.There are six sections in this paper.The first part is introduction. From the research background,purpose, the article frame, four aspects elaborates the researchsituation at home and abroad.The second part is cognitive apprenticeship overview andtheoretical basis. Based on the relative theoretical basis ofcognitive apprenticeship were summarized. Elaborate theconnotation and features of cognitive apprenticeship, theoreticalframework, analysis related theoretical basis of cognitiveapprenticeship.The third part is the necessity and feasibility. The necessity ofthe application from the information age for design talentedperson’s demand, the disadvantages of traditional teaching of the“3ds Max” courses, secondary vocational students’ professionalability request three aspects are analyzed. The feasibility of theapplication from the science and technology to promote, coursefeatures, using the experience of other disciplines three aspectsare analyzed.The fourth part is the3ds Max course learning environment design based on the cognitive apprenticeship. Research from thecognitive apprenticeship in the content, method, sequence anddesign the teaching process of four dimensions of sociology.Chapter five is a case study.This part is the focus of this study,according to the teaching of cognitive apprenticeship designexperiment, experiment preparation, experiment in detail theimplementation process, through classroom observation,questionnaire survey, interviews, analysis of the experimentalresultsChapter six is the basic conclusion of the paper and summary ofmain points. Pointed out the shortage in the research process, tothe further study of outlook. In the last, it suggested that theimportance of cognitive apprenticeship applied to the “3ds Max”course.