STEAM导向下艺术设计跨学科教学模式的创新研究
|
王璐
|
珠海科技学院，广东珠海，519040
|
摘要：本研究针对传统艺术设计学科存在的学科界限壁垒化、创新能力培养缺失等问题，探讨如何实现STEAM教育理念与艺术设计学科的融合创新。主要采用文献研究法、案例研究法及教学实证法相结合的研究范式，构建了基于项目制与技术赋能的STEAM艺术设计课程体系，并提出了“主题牵引－学科协同－场景重构－成果转化”的四维教学模式。该模式完善了跨学科学习的内容与方法，聚焦于在数字化工具支持下学生批判性思维能力与复杂问题解决能力的提升，以及在跨学科视野下将艺术设计与专业技术有效结合能力的培养。由此，本研究实现了基于STEAM教育理念的艺术设计教育本土化创新发展，在改革中探索路径，在实践中深化内涵，在总结中凝练成果，从而加速推进艺术设计教育领域的研究进程，切实构建艺术设计教育的发展格局。
关健词：STEAM导向；艺术设计；跨学科教学；教学模式创新；学科融合 |
Innovative Research on Interdisciplinary Teaching Models in Art and Design Under the STEAM Approach
|
Lu Wang
Zhuhai College of Science and Technology,Zhuhai,Guangdong 519040，China
|
Abstract: This study addresses challenges in traditional art and design education, including disciplinary boundaries and inno-vationgaps, by exploring the integration of STEAM pedagogy with artistic design. Through a combined approach of literature review, case studies, and teaching validation, we developed a project-based STEAM curriculum system empowered by tech-nology.The four-dimensional teaching model— “theme-driven, interdisciplinary collaboration, scenario reconstruction, and outcome transformation” —enhances cross-disciplinary learning methods. It focuses on cultivating students’ critical thinking and problem-solving skills through digital tools, while fostering effective integration of art and technology across disciplines. This research achieves localized innovation in STEAM-based art education, charting reform pathways, deepening practical ap-plications,and reffning outcomes to accelerate academic progress and establish a robust framework for art and design education development.
Keywords : STEAM-oriented; Art and Design; Interdisciplinary Teaching; Pedagogical Innovation; Discipline Integration
|
|
|
 |
论文收录证明 / 文献检索报告
Document Retrieval Certificate / Proof of Publication Indexing
作者贡献声明 / 贡献确认书
Author Contribution Statement / Certificate of Authorship Contribution
同行评审报告 / 评审意见
Peer Review Report / Peer Review Comments
利益冲突
Conflict of Interest
作者声明不存在任何利益冲突。
The author declares no conflict of interest.
|
|
