【作者】 曹军；

【导师】 赵呈领；

【作者基本信息】 华中师范大学 ， 教育技术学， 2011， 硕士

【摘要】 为适应社会对实践性、创新性人才的需求,教育技术学专业开设了《平面设计》等应用实践型课程。该课程一定程度上培养了学生的图像处理能力,然而受传统教学方式、手段、理念的约束,教学效果局限于操作工具的使用,学生综合运用知识的能力不强。研究性学习是在教师指导下学生从现实情景中自主选择内容进行探究,学生在解决问题过程中学习,有利于解决上述教学问题。本论文通过行动研究法,在研究性学习的基础上制定《平面设计》课程具体的教学设计方案,在所教班级实施设计方案,通过观察、访谈、问卷等了解实施情况,证明《平面设计》课程适合开展研究性学习,提升了学生的实践能力和创新能力。本文包括五部分。第一部分：提出问题,阐述研究性学习的内涵、相关研究现状和研究意义。第二部分：阐述了《平面设计》课程开展研究性学习的理论基础、学生基础、课程基础和技术基础为设计做准备。第三部分：首先分析“90后”大学生的特点,学生已学的相关课程、学习动机、学习风格等确定学习起点。其次从Photoshop软件知识的特点设计学习内容依次为基本操作、绘制与编辑图像、选区、图层、图像色彩调整、路径、通道与蒙版、滤镜、综合应用等九个基本模块,确定课堂探究和课后探究的学习内容。再次根据内容从知识技能、过程方法和情感态度三方面制定抠像和Photoshop应用的学习目标。然后从问题情境创设、学习组织形式设计和学习过程设计三方面设计学习策略。还有从教材、授课地点分析Photoshop的学习环境、设计学习资源。最后从评价主体、评价内容多角度设计评价指标,重视过程评价。第四部分：从确定研究对象、组建学习小组、实施课堂探究、实施课后探究详细阐述基于研究性学习的《平面设计》课程的实践与反思,通过问卷调查结果对实施效果进行分析。第五部分：对论文的创新和不足进行总结,探讨研究性学习如何在《平面设计》课程得到更好的实施。更多还原

【Abstract】 In order to satisfy the current society’s demands for practical and innovative talents, Educational Technology major offers a series of practical courses including Graphic Design, which to some extent helps the development of students’image-processing capability. However, restrained by conventional teaching approaches and concepts, teaching effect is limited to the use of operating tool, and students are incapable of applying knowledge comprehensively. Inquiry learning requires students to independently select content from real situations to make a through inquiry under the guidance of teachers, which is considered effective to solve the above-mentioned problem. By means of Action Research Method, the current paper formulates a specific plan for Graphic Design teaching based on inquiry learning. Furthermore, it is proved that inquiry learning, applied to Graphic Design teaching, can promote both practical and innovation ability in college students.The present paper consists of five parts.In the first part, the research question is introduced, which is followed by the presentation of the connotation of inquiry learning, the current research situation and research significance.In the second part, the paper expounds the basis for applying inquiry learning to Graphic Design in theory, student, course and technology.In the third part, the starting point of learning is designed based on the analysis of the characteristics of the generation after 1990s, the courses they have learned, their study motivation, and study style. Secondly, learning content is designed, mainly including Elementary Operation, Drawing and Editing of Images, Selection, Layer, Image Color Control, Path, Channels and Masks, Filter, Integrated Application, and inquiry content is also designed for class and after class. Thirdly, learning objectives in Transparency and application of Photoshop are established from the perspective of knowledge and skill, course and method, emotion and attitude. Fourthly, learning strategy is designed in three aspects:question situation establishment, learning organization form design and the learning process design. Then, Photoshop learning environment is analyzed and learning resources are designed in accordance with teaching material and teaching location. At last, assessment index is designed from several perspectives, such as assessment body and assessment content, and so on and so forth.In the fourth part, it focuses on the practice and introspection of Graphic Design course based on inquiry learning, and the analysis of teaching effect according to questionnaire survey results.In the last part, comments are made on originality and deficiency of the paper, followed by discussion about how to more effectively apply inquiry learning to Graphic Design course.更多还原