教学方针和方法
宣示者:骆南植
I believe that education should be student-centered. When I taught engineering graphics at Santa Ana College (2000-2007), I did my best to make students' learning experience both challenging and enjoyable. I focused on making it easy for students to learn the essentials of course content, while inspiring them to engage in real-world like product design projects. In order to accomplish my goals, I prepared detailed classroom lecture notes, step-by-step instructions for completing a particular task, so that, students could listen attentively to my talking while figuring out what challenging questions to ask, instead of focusing on writing notes. Occasionally, I went further beyond what was covered in the textbook or in the lecture notes, then I would tell my students to take notes and I would stop for a minute or two. The lecture notes also help students to review course content at my absence, and to master the basics of each topic in the textbook more efficiently. I used weekly quizzes (multiple-choices plus some fill-ins and hands-on sketches) and homework assignment to check student progress as a reference for the review of previously covered course content; I allowed make-ups for quizzes to give those falling behind a second chance to learn and to catch up; and I gave extra-credit project for advanced students to go ahead. In the last four weeks of the semester, students would be divided into groups to engage in real world like product design project, using standard procedures of product design and engineering. Thus, I combined traditional essentialist pedagogy with project-based learning. To sum up, my teaching style is like selling a product to buyers with a detailed user manual and high quality after-purchase maintenance service. When I taught creative activities to technology teacher at the University of Georgia (2007-2009), I subscribed to the same teaching philosophy, although, due to the nature of the course as a hands-on, project-based one, the number of quizzes was reduced substantially, while all homework assignments were projects to be completed in a team-work environment (2-3 students per group). For teaching graphic design for a variety of commercial applications, I will maintain a balance among the three essential components: (1) teaching the principles of design and aesthetics, (2) teaching the essentials of traditional and digital skills, and (3) inspiring students to think creatively by asking challenging questions and giving challenging assignments. I will prepare a lot of reference materials (i.e., my own design models such as food packages, samples of packaging collected from marketplaces, and projects published online by professionals and studios working in the fields) for students to draw inspiration and reference from, and I will encourage students to use not only instructor-supplied digital materials (such as stock photos), but also digital photos they take from the nature and from
each other serving as models. In other words, my student-centered teaching philosophy and the basic strategy for its implementation will stay unchanged but the particular tactics for implementation will be refined or even altered from course to course, based on the nature of the particular course and its connection to the real world practice of graphic design.
My former students came from diverse ethnic and socio-economic backgrounds, including White, Latinos, Asians and African-Americans, from middle-class as well as economically disadvantaged first generation immigrants from Viet Nam and Latin America. I tried my best to accommodate different learning styles while making sure that the essentials of the course content were mastered. I implemented strict grading rules for the mastery of basic skills while allowing some reasonable accommodations (make-ups and extra-credits) to give all students an opportunity to succeed in my courses. This is a reflection of my belief in student-centered education too.
Dedicated to education of new generations of American technologists, product designers and digital artists, I have published many of my previously written learning tips, hints, instructional manuals with knowledge and skills not covered in standard textbooks, including an online textbook on engineering descriptive geometry, one research paper on logo and signage design and production, one instructional manual on how to use Adobe Photoshop skills to convert a normal picture into a funny caricature, a research paper on artistic expressions in public spaces, and I am in the process of publishing an online textbook on industrial product design in the age of digital revolution and globalization. I have recently mastered the essentially skills for creating instructional websites and producing educational videos and Flash animations for publication on YouTube website; this will substantially enhance my abilities to serve students.
each other serving as models. In other words, my student-centered teaching philosophy and the basic strategy for its implementation will stay unchanged but the particular tactics for implementation will be refined or even altered from course to course, based on the nature of the particular course and its connection to the real world practice of graphic design.
My former students came from diverse ethnic and socio-economic backgrounds, including White, Latinos, Asians and African-Americans, from middle-class as well as economically disadvantaged first generation immigrants from Viet Nam and Latin America. I tried my best to accommodate different learning styles while making sure that the essentials of the course content were mastered. I implemented strict grading rules for the mastery of basic skills while allowing some reasonable accommodations (make-ups and extra-credits) to give all students an opportunity to succeed in my courses. This is a reflection of my belief in student-centered education too.
Dedicated to education of new generations of American technologists, product designers and digital artists, I have published many of my previously written learning tips, hints, instructional manuals with knowledge and skills not covered in standard textbooks, including an online textbook on engineering descriptive geometry, one research paper on logo and signage design and production, one instructional manual on how to use Adobe Photoshop skills to convert a normal picture into a funny caricature, a research paper on artistic expressions in public spaces, and I am in the process of publishing an online textbook on industrial product design in the age of digital revolution and globalization. I have recently mastered the essentially skills for creating instructional websites and producing educational videos and Flash animations for publication on YouTube website; this will substantially enhance my abilities to serve students.
骆南植先生阳海设计室
专业及社会服务重要网站网页导航
1. 产品设计:(a)作品:万用食品加工器 | 万用食品烹饪器 | 节省空间的多功能台灯 | 长久耐用的牙刷 |
便携式太阳能烧锅 | 多功能地球村军用刀 | 舒适便用的头发吹干器 | 节省能源的茶壶 | 便携式桌面兼文具箱 | 吸尘器 |
园圃整修工具 | 车辆风格设计 | 电子秤 | 邮箱设计与制作 | 节省空间的可折叠家具设计挑战 | 其它设计意念 |
新产品设计项目 |(b)著述:免费在线工业产品设计课本 |(c)设计服务
2. 工程技术:(a)作品:电脑辅助绘图与设计软件技术 | 机械工程绘图(正射图、轴测图、透视图)|
建筑和室内设计绘图 | 建筑和室内设计效果图 |(b)著述:免费在线描绘几何与板金设计课本 |(c)设计绘图服务
3. 中小学工程技术教育:(a)网页:首页 | 指导方针 | 中小学工程技术教育改革远景规划论文 | 研究成果 |
教学实验方针 | 远景规划产生的历史 | 研究进度报告 | 支持与建议(b)广告服务
4. 商业美工设计:((a)作品:公司标志 | 购物袋 | 食品包装 | 产品包装 | 礼品背包 | 礼品包装纸 |
纺织品图案 | 海报 | 餐馆菜单 | 商业手册 | 气球 | 杂志封面 | 益智游戏和包装 | 宝相花(曼荼罗)| 派对用品 |
CD 和 DVD 光盘封套 | 家族徽章 | 促销点展览盒 (b)著述:美国现实市场中的商业美工设计 |
(c)设计服务
5. 工艺美术:(a)作品:传统美术 | 数码美术和摄影 | 设计基础 | 立体造型( 3ds MAX 软件) |
立体动画(3ds MAX 软件)| 立体造型(Maya 软件)| 立体动画(Maya 软件)| 平面动画(Flash 和 AfterEffects 软件)|
立体造型(Inventor 软件)| 立体造型(Bryce 软件)|(b)著述:Adobe Photoshop 软件特殊效果技术 |
(c)美工服务 |(d)画廊和网店(数码摄影 | 陶瓷 | 油画)
6. 翻译写作与网站设计:(a)作品:写作 | 翻译 | 网站开发 |(b)文宣服务
7. 社会服务网络:美国新华人 | 美国新华人基督徒 | 新八旗 | 默耕鞑山的满州精神乐园 | 中国历史真相
便携式太阳能烧锅 | 多功能地球村军用刀 | 舒适便用的头发吹干器 | 节省能源的茶壶 | 便携式桌面兼文具箱 | 吸尘器 |
园圃整修工具 | 车辆风格设计 | 电子秤 | 邮箱设计与制作 | 节省空间的可折叠家具设计挑战 | 其它设计意念 |
新产品设计项目 |(b)著述:免费在线工业产品设计课本 |(c)设计服务
2. 工程技术:(a)作品:电脑辅助绘图与设计软件技术 | 机械工程绘图(正射图、轴测图、透视图)|
建筑和室内设计绘图 | 建筑和室内设计效果图 |(b)著述:免费在线描绘几何与板金设计课本 |(c)设计绘图服务
3. 中小学工程技术教育:(a)网页:首页 | 指导方针 | 中小学工程技术教育改革远景规划论文 | 研究成果 |
教学实验方针 | 远景规划产生的历史 | 研究进度报告 | 支持与建议(b)广告服务
4. 商业美工设计:((a)作品:公司标志 | 购物袋 | 食品包装 | 产品包装 | 礼品背包 | 礼品包装纸 |
纺织品图案 | 海报 | 餐馆菜单 | 商业手册 | 气球 | 杂志封面 | 益智游戏和包装 | 宝相花(曼荼罗)| 派对用品 |
CD 和 DVD 光盘封套 | 家族徽章 | 促销点展览盒 (b)著述:美国现实市场中的商业美工设计 |
(c)设计服务
5. 工艺美术:(a)作品:传统美术 | 数码美术和摄影 | 设计基础 | 立体造型( 3ds MAX 软件) |
立体动画(3ds MAX 软件)| 立体造型(Maya 软件)| 立体动画(Maya 软件)| 平面动画(Flash 和 AfterEffects 软件)|
立体造型(Inventor 软件)| 立体造型(Bryce 软件)|(b)著述:Adobe Photoshop 软件特殊效果技术 |
(c)美工服务 |(d)画廊和网店(数码摄影 | 陶瓷 | 油画)
6. 翻译写作与网站设计:(a)作品:写作 | 翻译 | 网站开发 |(b)文宣服务
7. 社会服务网络:美国新华人 | 美国新华人基督徒 | 新八旗 | 默耕鞑山的满州精神乐园 | 中国历史真相
阳海设计室联系方式: 电子邮箱: [email protected] | 手机: 626-872-9424(仅限于站长同现有客户联络时使用) |
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