Abstract
To solve the problems of students’ lack of initiative, inadequacy in research on teaching theories, and imperfection of curriculum evaluation system in the teaching of art course, a new blended teaching mode was built in this study by extracting the advantages of Team-Based Learning (TBL), Problem-Based Learning (PBL) and Case-Based Learning (CBL) in accordance with the teaching characteristics of art course and students’ cognitive competence. This mode is designed to focus on teamwork, problem orientation and case analysis in teaching link. This teaching mode consists of online and offline modules, via which teacher releases course materials and assigns classroom tasks and students read the course materials and fulfill tasks online, and students make report on study in the form of group and teacher gives feedback and evaluations offline. An objective achievement scale model with five educational objectives set on the basis of Borich Needs Assessment Model (BNAM) was designed based on development planning and teaching orientation of art course, socio-economic development and job requirements and questionnaire survey on graduates. The conclusion shows that the blended teaching model performs better than conventional teaching model in improving students’ academic performance and promoting class enthusiasm and satisfaction with course. With the objective achievement scale model, quantitative evaluation of teaching efficiency can be realized from point, line and plane perspectives, facilitating educators in customizing proper student training program.
Highlights
With the popularization and implementation of all-around education idea and liberal education idea, the public art education of general institutes of higher education in China draws attention from education department, schools and students, and art course becomes an optional and even required course for all-around development available to all students
Development of art course, a Team-Based Learning (TBL)+Problem-Based Learning (PBL)+Case-Based Learning (CBL) blended teaching mode is proposed specific to training plan of art majors in this study, and an objective achievement scale model is built for evaluating the teaching of art course
To solve the problems of students’ lack of enthusiasm and imperfection of teaching evaluation system in the teaching of art course, a blended teaching mode was proposed in this study, and an objective achievement scale model was designed for evaluating the effectiveness of the blended teaching mode
Summary
With the popularization and implementation of all-around education idea and liberal education idea, the public art education of general institutes of higher education in China draws attention from education department, schools and students, and art course becomes an optional and even required course for all-around development available to all students. Development of art course, a TBL+PBL+CBL blended teaching mode is proposed specific to training plan of art majors in this study, and an objective achievement scale model is built for evaluating the teaching of art course. The research significance is applying blended teaching mode in art course teaching and building objective achievement scale model for quantitative evaluation of curriculum effectiveness, with a view to providing a reference for the reform of teaching mode and evaluation scheme of art course. A blended teaching mode integrating TBL, PBL and CBL is proposed to make use of the advantages of the three modes, for purpose of training students’ teamwork skill, problem-solving capability and learning analysis ability. The objective achievement scale model makes it realizable to evaluate the completion of training plans of art majors, quantize the training of students’ ability, and boost students’ innovation and entrepreneurship capabilities after graduation. New media teaching elements have been integrated, including the online teaching program “rain classroom” that supplements offline classroom teaching, and classroom interaction and courseware share that make for the teaching process
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