Photoshop图像处理课程改革探索——以张家口学院为例
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摘要
分析Photoshop图像处理课程,列举教学过程中存在的问题,如理论和实践脱节,学生只会技术,不会应用;只会模仿,不会创新;学生作品没有实际商业价值,等等。从教学内容的选取、教学过程的组织和实施、考核方式改革、移动学习的应用几方面入手,提出本课程的教学改革建议。加入艺术设计创意,通过基于工作过程的实际项目来提高学生的实际应用能力。通过改革,Photoshop图像处理课程教学水平得到了提升,学生的技术能力、职业能力、终身学习能力、综合素质也得到明显提升,取得了良好的教学效果。
This study analyses problems in the course of Photoshop Image Processing,such as the disconnection between theory and practice,students can only use technology,but can not apply,imitate and innovate,and students' works have no actual commercial value,etc. Starting with the aspects of selection of teaching content,the organization and implementation of teaching process,the reform of assessment methods and the application of mobile learning,this paper puts forward some suggestions for the teaching reform of this course. Moreover,students' practical application ability can be improved by adding artistic design creativity and practical projects based on work process. Through the reform,the teaching level of Photoshop Image Processing has been improved. Students' technical ability,professional ability,lifelong learning ability and comprehensive quality have also been significantly improved,and good teaching results have been achieved.
This study analyses problems in the course of Photoshop Image Processing,such as the disconnection between theory and practice,students can only use technology,but can not apply,imitate and innovate,and students' works have no actual commercial value,etc. Starting with the aspects of selection of teaching content,the organization and implementation of teaching process,the reform of assessment methods and the application of mobile learning,this paper puts forward some suggestions for the teaching reform of this course. Moreover,students' practical application ability can be improved by adding artistic design creativity and practical projects based on work process. Through the reform,the teaching level of Photoshop Image Processing has been improved. Students' technical ability,professional ability,lifelong learning ability and comprehensive quality have also been significantly improved,and good teaching results have been achieved.
引文
[1]潘玫玫.基于项目导向与任务驱动的高职课程改革与实践——以“Photoshop图像处理”课程为例[J].工业和信息化教育,2013,(05):102-103.
[2]任晓霞.应用类本科院校计算机专业图像处理课程改革研究[J].信息与电脑(理论版),2016,(07):115-116.
[3]严中华.职业教育课程开发和实施——基于工作过程系统化的职教课程开发与实施[M].北京:清华大学出版社,2009.
[4]姜大源.论高职教育工作过程系统化课程开发[J].徐州建筑职业技术学院学报,2010,(10):113-114.
[5]姜大源.论工作过程系统化的课程开发[J].新课程研究,2012,(05):98-99.
[6]李莹,王哲.基于工作过程系统的《Photoshop图像处理》课程设计[J].机械职业教育,2010,(10):124-125.
[7]叶成林,徐福荫.移动学习及其理论基础[J].开放教育研究,2004,(07):49-50.
[8]李海霞.案例教学法在Photoshop教学中的应用[J].计算机教育,2007,(18):56-57.
[9]李淑珍.浅谈任务驱动(学生电脑作品展)对学生学习Photoshop的促进与提高作用[J].知识经济,2008,(04):63-64.
[10]油晔.中职学校平面图像处理与设计课程教学的探索与研究[J].商场现代化,2012,(23):119-120.
[2]任晓霞.应用类本科院校计算机专业图像处理课程改革研究[J].信息与电脑(理论版),2016,(07):115-116.
[3]严中华.职业教育课程开发和实施——基于工作过程系统化的职教课程开发与实施[M].北京:清华大学出版社,2009.
[4]姜大源.论高职教育工作过程系统化课程开发[J].徐州建筑职业技术学院学报,2010,(10):113-114.
[5]姜大源.论工作过程系统化的课程开发[J].新课程研究,2012,(05):98-99.
[6]李莹,王哲.基于工作过程系统的《Photoshop图像处理》课程设计[J].机械职业教育,2010,(10):124-125.
[7]叶成林,徐福荫.移动学习及其理论基础[J].开放教育研究,2004,(07):49-50.
[8]李海霞.案例教学法在Photoshop教学中的应用[J].计算机教育,2007,(18):56-57.
[9]李淑珍.浅谈任务驱动(学生电脑作品展)对学生学习Photoshop的促进与提高作用[J].知识经济,2008,(04):63-64.
[10]油晔.中职学校平面图像处理与设计课程教学的探索与研究[J].商场现代化,2012,(23):119-120.