Lead: The core connotation of environmental art design is to create a beautiful environment through art design. Let me introduce the bilingual teaching of environmental art design for you, hoping to help you!
1 the importance of bilingual teaching in environmental art design major
The core connotation of environmental art design is to create a beautiful environment through art design. Bilingual teaching of environmental art design is an extension of existing teaching methods, which can improve students' professional English level and broaden their professional horizons. Bilingual teaching of environmental art design can keep up with the development of professional theory and integrate advanced foreign environmental art design concepts and cases into teaching. Strengthening bilingual teaching can meet the huge demand of industry internationalization for high-quality and high-quality landscape design talents; Strengthening bilingual teaching can promote students to grasp the frontier trends of landscape architecture and improve their ability to acquire knowledge of environmental art design by using language tools; In the process of bilingual teaching, promoting English learning through professional learning can not only improve students' foreign language level, but also improve teachers' own foreign language level and the overall quality of bilingual teaching.
2 thinking of bilingual teaching of environmental art design major
2. 1 teaching philosophy
The orientation of bilingual teaching is "specialized course teaching" rather than "pure foreign language learning". The essence of teaching is to combine mother tongue and foreign language, and skillfully use the two languages in classroom teaching, so as to help students cultivate scientific thinking and innovative ability, and improve theoretical literacy and practical skills. Strengthen the interaction between teachers and students in the teaching process and create a more relaxed teaching atmosphere; Classroom teaching should be case-oriented and use heuristic teaching, so as to achieve the multiple purposes of inspiring students' thinking, cultivating students' creativity and expanding students' international vision. In the teaching process, the advantages and functions of bilingual teaching in the cultivation of environmental art design talents are explored, and a bilingual teaching model which conforms to the international advanced teaching concept and the development of environmental art design is formed.
2.2 Teaching objectives
The choice of teaching methods is the core of curriculum reform, which is crucial to the success or failure of curriculum reform. Combined with the characteristics of environmental art design and students' acceptance ability, through bilingual teaching in Chinese and English, students are guided to learn how to use the most advanced design concepts and construction materials and technologies in landscape design and construction to improve their foreign language thinking ability and professional level.
2.3 Selection of teaching materials
Choosing suitable teaching materials is an important guarantee for high-quality bilingual teaching. In the bilingual teaching of environmental art design, we should not only pay attention to the selection of teaching materials, but also pay attention to the professionalism, scientificity, novelty and inspiration of teaching materials, and update and enrich the teaching content in time by paying attention to the development of disciplines. Recommended textbook: English Course of Environmental Art Design (English-Chinese)-Environmental Alarm Design English textbook; Environmental art design drawing (a series of teaching materials for art design majors in higher vocational colleges); Environmental art design English, etc.
2.4 Student training
Students majoring in environmental art design in higher vocational colleges have problems such as weak theoretical foundation and weak English foundation. Therefore, in view of these problems, it is suggested to attach importance to the cultivation of students' professional English from the first year of college and strive to create an atmosphere of bilingual courses.
3 methods and means of bilingual teaching of environmental art design major
In the process of bilingual teaching, teachers adopt a variety of teaching methods and integrate a variety of teaching means, which can fully stimulate students' interest in learning and achieve ideal teaching results. The bilingual course of environmental art design adopts case teaching method, interactive teaching method and participatory teaching method, combined with modern teaching methods such as multimedia, breaking the traditional teaching method that teachers impart knowledge mainly and the teaching process lacks interaction. Students are the main body of the whole teaching activity. In the process of bilingual teaching, actively guide students to participate in the teaching process, and cultivate students' ability to independently search for information and think scientifically. In bilingual teaching, teachers should make more use of modern information technology such as the Internet. Rich and varied multimedia teaching can make teaching more interesting, vivid and vivid, thus greatly improving students' interest in learning. In the process of bilingual teaching, we mainly rely on the latest edition of Chinese and English environmental art design textbooks, and combine the latest environmental art design scheme at home and abroad with the modern technology and materials implemented, so as to fully tap and give play to the advantages of teachers' teaching informatization means.
4 Exploration on the assessment scheme of bilingual courses for environmental art design major
The assessment form of bilingual teaching courses should break the traditional single assessment method of "one test determines the outcome" and adopt flexible and diverse assessment methods. Therefore, the assessment of bilingual courses in environmental art design is divided into the following three parts:
(1) Students usually do homework (accounting for 20% of the total score);
(2) Discussion, speech, teamwork and teacher-student interaction among students in class (accounting for 60% of the total grade);
(3) Submit and report design assignments and evaluate students' knowledge (accounting for 20% of the total score). In this way, through multi-channel flexible assessment forms, students are encouraged to actively interact and cooperate with each other in the classroom to complete the design project, thus improving their professional ability and language expression ability.
5 Problems and countermeasures in bilingual teaching practice
There are still three problems in bilingual courses for environmental art majors: (1) There is a serious shortage of bilingual teachers. The teacher who can undertake bilingual courses in higher vocational colleges is Mao Feng Jiao Ling. Therefore, in teacher training, it is suggested that teachers of environmental art design should be encouraged to study abroad to improve their professional English and design ability, and designers from large design companies should be invited to participate in the teaching.
(2) Art students' English level is poor. Bilingual courses for environmental art design majors in higher vocational colleges are aimed at sophomores. In the process of usual contact, it is found that students' English level is uneven. Therefore, in view of the current English situation of students, it is suggested that students should choose courses first, and set up bilingual courses of environmental art design for students with good English foundation and strong interest in bilingual teaching, so as to break the restrictions of graded teaching, ensure that students can better adapt to bilingual teaching in the teaching process, and fully mobilize their enthusiasm and participation in bilingual courses.
(3) The evaluation system is single. At present, the evaluation of bilingual courses in higher vocational colleges still adopts the same evaluation system as that of ordinary professional courses, that is, students evaluate teaching mainly and the supervision department is divided into two parts. In order to evaluate the effect of bilingual teaching, an evaluation system should be established from four aspects: students, teachers, supervision office evaluation and enterprise evaluation. Firstly, students evaluate the selection of teaching materials, teaching forms and teachers' teaching level of bilingual teaching courses; Secondly, teachers' peers evaluate bilingual teachers' professional knowledge and foreign language expression; Thirdly, the supervision department evaluates and scores teachers' classroom teaching methods and teaching effects; Finally, through the feedback from enterprises, the students' mastery of professional knowledge and English application ability are evaluated.
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