| Design education plays an important role in developing students' creative thinking,spatial perception and aesthetic ability.This role has attracted the attention of the state.In 2011,China formulated the "Compulsory Education of National Fine arts Curriculum Standard(experimental draft)"(hereinafter referred to as the "standard")In the first part,it is clear that "the aim of this curriculum reform is to change the simple construction of the ideas and methods of curriculum knowledge system.Therefore,this "standard" is divided into four learning areas,like "modeling and performance","design and application","appreciation" and "comprehensive exploration",which shows that "design and application",one of the four major systems of compulsory education curriculum standards,has been paid attention to by our country.At present,the New Curriculum Standard has been enacted for 15 years.How has “design education” been implemented and developed in the compulsory education? How has the curricula been given? How have the students studied the curricula of design education? Have the guiding ideology and the reform direction of the “New Curriculum Standard” been actually practiced? With these problems,in this paper,283 students from 4 junior high schools in Zhengzhou were surveyed with questionnaire,5 teachers were surveyed with telephone interview and 5 teachers were surveyed with in-depth interview.Through the on-the-spot survey and interview,it was aimed to reveal the current implementation of design education in junior high schools in Zhengzhou,including the existing problems and deep-seated causes,so as to propose effective countermeasures and suggestions for the further implementation and development of the “2011 New Curriculum Standard” for art courses in Zhengzhou in order to promote the development of art education in compulsory education in Zhengzhou City and even Henan Province and to give full play to the value and significance of art education in cultivating all-round talents.At present,the design education of junior middle School is still at the preliminary stage of development,compared with the development of design education in the western developed countries,there is a big gap.The author combs The experience of the design education in four developed countries,which are the first design education Germany,Qing out of "virtue" and better than "virtue" of the United States,two industrial revolution after the rapid development of design education in Britain and with a distinctive style of Japan,their common experience is: focus on cultivating the creativity of students in the age of primary and secondary schools,organizing students to participate in exhibitions and competitions,motivating students to create design,and actively learning from other advanced experiences,but not just stopping for reference,But with the traditional culture of the country to carry out local design teaching,to form a unified universal design teaching.Through the analysis of the design education of Zhengzhou Junior Middle School and the reference to the junior high school design education in the Western developed countries,the author's suggestions for the further development of the junior middle School design education are as follows:(Put the title of the section of the chapter on the countermeasures.)For the traditional educational idea reform,adopting the advanced teaching method,enriching the content of teaching,strengthening the quality training of teachers,establishing an effective evaluation system of design education.For the junior middle school design education in China,it needs the double advancement of theoretical construction and practical exploration.Only in this way,the junior high school design education can have a qualitative leap in order to give full play to the design education in cultivating all-round development of the value and important role. |
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