Skip to content Skip to navigation

Academic Events

Briefing on the Summer School of "Digital Development of Chinese Excellent Traditional Culture and Art Curriculum Resources"-Session II

After a day of study on August 13th, the students participating in the training have a certain understanding of the contemporary value of Chinese excellent traditional culture and the requirements and trends of curriculum resource development in the era of big data. We are also very happy that everyone can participate and discuss with great intiative after class. On August 14, Associate Professor Yu Yang from Nanjing University of Posts and Telecommunications and Mr. Xu Rengang, special-class teacher in Shanghai, respectively brought lectures on "Digital Curriculum Resources and Courseware Design" and "Micro-course Design and Production". In the next few issues there is also a presentation of the students’ traditional culture curriculum design progress in the newsletter. Welcome everyone to pay attention and discuss!

Lectures

1.Digital Curriculum Resources and Courseware Design Teachers (Yu Yang)

Profile of the Speeker:

Yu Yang is associate professor, master tutorof the School of Media and Art, Nanjing University of Posts and Telecommunications, expert in the University Teachers Network Training Center of the Ministry of Education. The main course "Fall in Love with Advertising---Advertising Art Appreciation" won the "National Excellent Online Open Course". He got the first prize of the First Public Art Micro-class Competition for College Teachers in Jiangsu Province. And he won the first prize of the 2017 and 2019 Jiangsu University Micro-Class Teaching Competition. He is the general designer of the layout of the new art high school textbook by People's Fine Arts Publishing House.

Introduction of the Lecture: 

Associate Professor Yu Yang systematically and in-depth explained practical issues in art teaching activities such as how to develop digital course resources and how to design courseware.

 

A. The digital age is not only an opportunity, but also a challenge.

In terms of digital curriculum development, Mr. Yu first emphasized the importance of digital curriculum resources from the background of the new media era, new media education technology and new media education concepts. He pointed out that new media and self-media have brought unprecedented rich educational resources, as well as rapid updates and iterations of educational concepts. This is a challenge for educators.

B. There are many curriculum resources that no one cares about, and quality is valuable.

Mr. Yu believes that in the face of abundant digital curriculum teaching resources, we should focus on improving the quality of resources, otherwise we will waste educational resources. He cited and analyzed the application examples of digital resources in teaching, such as"Is Art Hard?" "A Journey in Space and Time" and "General History of China", pointing out the importance of careful course design and good visual effects.

C. PPT is a widely used presentation tool, but its effect will exceed your expectations.

In the lecture, Mr. Yu showed the live speech video of Hammer Technology founder Luo Yonghao, and compared it with the video of the Apple conference in 2020, so that everyone can experience the function and form of PPT in different scenarios. The interactive relationship of the audience explained the importance of courseware production for educators and enhancing the visual aesthetic experience of students.

D. What is a good courseware?

In terms of courseware design, Mr. Yu talked about how to design courseware from the perspective of students' individual demands. He first analyzed the new media environment in which contemporary students grow up, and said that students in the new media era need to be "awakened." Then, Mr. Yu further pointed out that courseware is a platform and path for teaching information transmission. Excellent teaching courseware is not fancy, but applicable, and can achieve a balance between function and form. Therefore, the three elements of courseware design-text, image, and the relationship between graphics and text are particularly important. Finally, with teaching coursewares "Beautiful Photos" and "What is Design?" as cases, he analyzed how to use digital resources to enrich the content of courseware. He believes that excellent courseware needs to have a smooth visual process. a coordinated, clear and hierarchical relationship between graphics and text, and a form following function.

At the end of the lecture, Teacher Du Lijiao concluded that the lecture was highly educational, enlightening and aesthetic, and it was very beneficial. We hope that students can use it during the courseware production of this summer school!

 

Lectures

2. Micro-class design and production (Xu Rengang)

Profile of the Speeker:

Xu Rengang, Shanghai Special-Class Teacher, Senior Teacher, Shanghai Fine Arts Teaching and Researcher, Academic Committee Member of the Fine Arts Professional Committee of China Education Society, Chief Editor of Shanghai High School Art (Art) Textbook, Editor of Renmei Edition National Unified Textbook (High School Art) Committee, Ministry of Education "National Training Program" teaching expert,  adjunct professor and master's tutor of Shanghai Normal University, teacher studio tutor of the School of Fine Arts of Nanjing Normal University, Shanghai famous art teacher training base host, Shanghai Municipal Education Commission "Rainbow Project" art teacher Studio host, deputy director of the Art Discipline Professional Committee of Shanghai Education Society, "top talent in Fengxian District".

Introduction of the Lecture: 

Mr. Xu’s lecture launched a detailed interpretation on the composition of micro-classes, the difference between micro-class teaching and traditional classrooms, the classification of micro-classes, the material library for making micro-classes, the details that need to be paid attention to in micro-class design, the preparation steps for recording, and the improvement of micro-classes The vision, the introduction of micro-class production methods, and the micro-class instructional design strategy.

A. Encounter: Understanding the Related Concepts of Micro-class

Mr. Xu pointed out that the core content of micro-classes is classroom teaching videos, which is a "small environment" for semi-structured, topic-based unit applications. From the perspective of class time, the micro-class time is only 10 to 15 minutes, quite different from the 40 to 45 minutes of school classroom education. From the perspective of the teacher's classroom activities, the micro-class environment is that the teacher faces the camera alone instead of facing all students. In view of the teacher's actual teaching, the teaching link is completed by the teacher alone instead of interacting with the students. From this point of view, micro-course is not only different from traditional teaching, but also a new teaching method that inherits and develops on the basis of traditional teaching.

B. Knowing Each Other: Understand the Resources and Preparations for Micro-class Design and Production

Mr. Xu provided a large library of background music and sound effect material, icons and picture material, and explained in detail the steps and details of designing and recording the micro-class, including the function of the micro-class (to solve puzzles instead of teaching), knowledge points ( Speak thoroughly in five minutes), audience positioning (for whom), situation positioning (one-to-one teaching), etc.

C. Dependence: Master the Methods and Strategies of Micro-class Design and Production

Mr. Xu proposed: When designing the teaching of micro-classes, the topics should be small and precise and the content should be precise and detailed. The "micro" of a micro-class is the entry point. It is an independent topic or knowledge point. When designing problems, teachers should also make problems from easy to difficult, from shallow to deep, from concrete to abstract, from aggregation to divergence. The production of the courseware should be dynamic and static, pictures and texts should be combined, pictures should be appropriate, and random. The font, font size, and color should follow the principle of simplicity. When recording a course, we can use external video tools to shoot, portable video tools to simply shoot, and screen recording methods, that is, use cameras, mobile phones and other electronic products to combine them with digital media software.

At the end of the lecture, Teacher Qin Hua concluded that the curriculum format of micro-classes is particularly important for current art teaching. We need to combine traditional courses with digital media related media to give full play to the value and characteristics of new media technology. For us as art educators, this is not only a challenge, but also a new opportunity to promote the development of art teaching achievements.

 

Students' Experience

Peng Yujing, a graduate student of the School of Design and Art of Changsha University of Science and Technology, said that as a non-teacher who aspires to join the education industry, there are many differences between the training content and the previous learning content. She is also the first time to participate in this kind of summer school training. She feels very honored to have this opportunity to learn. Mr. Yu Yang's lecture made her realize the impact of new media on the education industry, especially under the influence of the epidemic, the traditional education model cannot be copied to online teaching. As a pioneer of micro-classes, Mr. Xu Rengang introduced how to make specific micro-classes from the content, layout, and recording process. At the same time, he showed a part of high-quality micro-classes for everyone to learn.

Hu Na from Jiangsu Normal University: Micro-class is not only production, but also design. Mr. Xu's in-depth explanation of the concept and meaning of micro-classes, instructional design strategies, and specific production software gave her full inspiration on how to use digital curriculum resources to combine boring theoretical knowledge with reality in teaching activities.

Jin Jiali, majoring in Chinese painting at Shanghai Normal University: I have been impressed by Mr. Yu's humorous language and wonderful high-definition large pictures for many times; watching the excellent micro-class "Ancient Greek Art" by Mr. Xu in the afternoon is an audio-visual feast. She believes that a teacher should have a higher requirement to understand, master, and use emerging digital media resources.

Xia Anqi, School of Fine Arts, Nanjing Normal University, said that she have learned a lot from the lecture of "Digital Curriculum Resources and Courseware Design" by Yu Yang. The teacher started the course content from the question of "Digital Curriculum Resources and Challenges in the New Media Age?" , which brought her a wealth of new media and new ideas. Mr. Xu Rengang's "Micro-class Design and Production" taught her a lot about the practical operation of micro-classes. Learning to make micro-classes is the basic skill of contemporary teaching workers and researchers. She didn't pay attention to the production process behind the micro-class before. And she couldn't help but sigh that a 15-20 minute micro-class production team needs a lot of hard work.

Ma Yicheng, Nanjing Normal University: Mr. Yu's lecture was very interesting. His lectures also reflected how important the teacher's performance in the classroom is. Not only is it necessary for beautiful ppt, but also humorous and vivid language, and the content must be rich and in-depth. The aesthetic ppt is also the key to whether the classroom can achieve the teaching effect, which is even more important for art teachers. Through the lectures, I saw the excellent cases analyzed by Mr. Yu, and let everyone learn a lot. Both pictures and texts need to be carefully considered to achieve a perfect effect in the end.