Research on Teaching Methods of Product Design Courses Combining Theory and Practice
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In the product design course, not only the professional theoretical knowledge is taught, but the relevant educators pay more and more attention to the organic combination of theory and practice. This is not only a change in the teaching method of the traditional design course, but also the product design problems encountered in time. It is conducive to fully mobilizing the enthusiasm of designers to participate in product design, and truly achieve the goal of learning to use this teaching. The product design course belongs to the professional design practice course. At the same time, the course is more theoretical and practical. If the learner wants to consolidate the theoretical knowledge and improve the applicability of theoretical knowledge in product design, he should actively cooperate with the theory put forward by the teacher. This teaching method is integrated with practice, which not only effectively solves practical design problems, but also enhances the designer's innovative thinking and enhances design practice. This paper can provide reference for teaching methods for related majors, promote continuous improvement of industrial design industry, and optimize product design effects. 1. Product Design Course Basic Introduction The course mainly includes two aspects, the first aspect is system development; the second aspect is product design, and the theoretical knowledge points mainly include product design definition, design principle, product design innovation and design program. This course involves more knowledge points. Learners should master the basic knowledge of engineering drawing, model making, modeling foundation and rendering techniques beforehand. At the same time, master the design process based on understanding the product definition. The learner should also possess certain design thinking and thinking ability, solidly consolidate the basic theoretical knowledge, and on this basis, realize the ingenious transformation of theory to practice, so as to enrich the knowledge content and cultural connotation of the designed product and enrich the learner's design. experience. 2. The Necessity of Participating in Product Design Teaching in Theory and Practice First of all, students can analyze product design practices according to the design knowledge they have mastered, which will increase the application rate of theoretical knowledge in practice, and pull in the distance between theory and practice. At the same time, students will also have an impression of theoretical knowledge; secondly; Students will encounter more problems in the actual product design practice. By recalling the theoretical knowledge and improving the application value of theoretical knowledge in practical problem solving, students can develop their design analysis ability and problem solving ability. Then, students can Conduct group communication on relevant issues such as theoretical integration practice, and consult teachers if necessary. This process is the process of design perspective change, design ideas development, and teacher-student relationship improvement. Finally, in order to better practice the teaching method of theory and practice, 2019 9th International Conference on Management, Education and Information (MEICI 2019) Copyright © (2019) Francis Academic Press, UK DOI: 10.25236/meici.2019.082 432 teachers will actively explore industrial design knowledge and enrich their practical experience. In this process, teachers will greatly enhance their teaching ability and professionalism. 3. Analysis of Teaching Methods of Product Design Courses Combining Theory and Practice 3.1 Fusion Pedagogy Common Problem. In recent years, the number of enrolled students in industrial design has gradually increased. The resources of professional teachers in the school cannot meet the teaching needs. Some teachers have changed from the arts and crafts industry or the painting industry. These teachers have relatively little experience in product design, and often follow the instructions. Not paying attention to the ingenious connection between theory and practice, and then the product design practice activities are only carried out in formal form. Nowadays, computers have become the main tools for product designers, but the number of design teachers who are really proficient in computers and flexible in designing software is few and far. The traditional teaching methods not only waste teaching time, but also are not conducive to product innovation. Connotation. The textbooks used in this course have ideal characteristics in process design, but the product design practice activities do not limit the process. The two are often not synchronized in specific links. Therefore, teachers should fully grasp the knowledge of the materials and handle the process flexibly. The relationship between design and practice. 3.2 Integrated Application of Integrated Teaching Method. When industrial design majors carry out product design course teaching activities, they should first define the teaching objectives, determine the type of products to be designed, and improve the product design system. In the meantime, do a comprehensive market research activity, stand from a system perspective, and integrate relevant theoretical knowledge design practice activities with reference to product types, and consider aesthetic factors and artistic factors. In addition, a suitable solution should be proposed to fully organize the design related documents. 3.3 Adhere to the Concept of Practical Teaching. As the main body of action in the product design course, students should attach great importance to practical actions, use the theoretical knowledge of the organization to organize reasonable practical activities, give full play to the group cooperation and teacher-assisted role, and implement the practical teaching concept into the overall product design activities. In order to truly achieve a good combination of theory and practice, we should pay attention to the school-enterprise alliance, that is, design colleges should work together with enterprises to strengthen the relationship between the two through project design. The course teacher signs the project contract and introduces the product design project in the actual course, which is infiltrated into the design teaching. 3.4 Develop a Product Design Course Teaching Plan. School and enterprise engineering formulate curriculum teaching rules: The theory and practice integration method is implemented through the form of school-enterprise cooperation. Students are exposed to the enterprise product design project in the teaching material and use it as a way to consolidate theoretical knowledge, so that students can master the diversity products. Design practice. Students can also take an internship in the school-enterprise cooperation base, take the initiative to participate in the product design practice activities, and use the training unit to complete the product practice design. Normally, the individual training unit is completed in about 20 days, and the activity design time is relatively free. Practice is less difficult. Collaborative development of curriculum theory teaching material: the successful design of enterprise products as the theoretical teaching material, students in the process of learning this data can not only consolidate the basic knowledge, but also grasp the design ideas and design methods of the designed products. Collaborative organization product design course practice activities: The course practice activities are ingeniously linked to the enterprise product design project. During this period, professional designers and professional teachers jointly guide students to operate the advanced equipment of the