To achieve the above goals, we must first understand the existing problems in the teaching content and teaching methods of the basic course of packaging design.
First of all, the purpose of setting up the basic course of packaging design is not yet clear, with considerable arbitrariness and blindness.
From the perspective of teaching rules, the development of basic courses for each major has a certain purpose and purpose. As package design is a new profession, institutions that set up the profession are often determined on the basis of other design professions. Therefore, there are inevitably problems with the need to make trade-offs due to different circumstances. For example, "Introduction to Design Studies" was established as a professional basic course in some colleges and universities in the second year, but in a large number of institutions there is no such course.
The unclear purpose of the curriculum setting, on the one hand, makes the students' understanding of the importance of their knowledge unclear, resulting in the lack of attention in the study, and even the phenomenon of school weariness; on the other hand, it also makes the packaging design talent from the theory of previous years. Lack of the current insatiable shortage of professional knowledge, so that a considerable number of graduates although there is a certain amount of hands-on ability, but can only stay in the imitation stage, lack of innovation awareness.
Secondly, in terms of the contents of the basic course of packaging design, the knowledge is old and lacks the breadth and depth it deserves.
The purpose of opening a professional basic course in packaging design is nothing but two things. First, it allows students to have a systematic and detailed understanding of the basic knowledge of packaging design, and is familiar with the specific application of these knowledge in practical hands; The process of accumulation and formation of professional basic course knowledge must be clearly revealed and the role of professional knowledge in the past and future development process must be clarified.
For the implementation and implementation of the above two goals, the current situation is that most teachers only pay attention to the first point in the course of teaching, and for the second purpose, few people pay attention. For example, the three major constitutions of the design itself have a process of development. Their knowledge is constantly accumulating. At the same time, in the modern society, they will continue to develop. However, the current teaching materials do not reveal, nor do they look to the point of view, so that the knowledge that gives people the three major forms of printing is in the beginning, but it is immutable.
The obsolescence and lack of breadth and depth of specialized basic knowledge content, and the fact that packaging design is closely linked with the real world, has caused students' eagerness for quick success and instant benefit to rise and the style of study has deteriorated. This has seriously hampered the development of disciplines.
Third, in the teaching of the basic course of packaging design, compared with other disciplines, especially with science and engineering disciplines, there are problems such as outdated teaching methods, backwardness, and neglect of modern science and technology.
With the development of packaging industry in China, in the 1980s, the packaging design profession in higher education came into being. After nearly 20 years of professional development, the professional teaching system has been basically established. However, due to the close connection between the development of the profession and technology, and the relative lag in theoretical construction, it also made it clear that we must step out of the traditional design art in basic teaching content and methods, and explore the content and form. Create a new road.