好产品设计视角下课程教学设计探讨  

Curriculum Teaching Design Discussion from the Perspective of Good Product Design

作　　者：胡俊杰[1] 郑子含[1] HU Junjie;ZHENG Zihan(Zhejiang Wanli University,Ningbo,Zhejiang 315100)

机构地区：[1]浙江万里学院,浙江宁波315100

出　　处：《科教导刊》2021年第31期100-103,共4页The Guide Of Science & Education

基　　金：浙江省教育规划课题“面向电信类专业的BOPPPS模型+任务驱动混合教学模式研究(2020SCG348)”。

摘　　要：以德国设计师总结的好产品的设计原则为切入点,采用跨界的思维把好产品设计原则引入到课程的教学设计中,提出了一门好课程的设计要素:好课程隐形嵌入价值引领与育人元素;好课程要有创意,教学方法有创意、教学组织形式有创新;好课程是有用的,教学内容设计本身能促进学生核心能力成长;好课程含蓄有美感;好课程从实际出发,把学生发展放在第一位。课程是受很多变量影响的复杂产品,源于产品又高于产品。实践证明,基于好产品设计视角对课程进行教学设计,不仅对改变教师教学设计理念有现实指导意义,而且有利于课程教学质量的提升。Taking the design principles of good products summarized by German designers as the starting point, and adopting cross-border thinking, this paper introduces the design principles of good products into the teaching design of the course, and puts forward the design elements of a good course: good courses are implicitly embedded with value guidance and education elements;Good courses should be creative, teaching methods should be creative and teaching organization forms should be innovative;Good curriculum is useful, and the design of teaching content itself can promote the growth of students’ core competence;Good courses are implicit and aesthetic;Good curriculum starts from reality and puts student development first. Curriculum is a complex product affected by many variables, which originates from the product and is higher than the product. Practice has proved that teaching design based on the perspective of good product design is not only of practical guiding significance to change teachers’ teaching design concept, but also conducive to the improvement of curriculum teaching quality.

关 键 词：好产品 课程教学 教学设计要素 

分 类 号：G424[文化科学—课程与教学论]