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sukanto Kuri
Jun 30, 2022
In General Discussions
The "cramming-duck teaching" unilaterally imparts a large amount of knowledge to the students, and the students are always in the position of passive acceptance, which is extremely unfavorable for the improvement of the design innovation, independent innovation and practice ability of secondary vocational school students. In the past classroom teaching, the teaching methods were relatively boring and monotonous, which made it difficult to arouse students’ interest, making it difficult for students to design innovative works, and even more difficult to be admitted by employers, which in turn had a great impact on the employment rate of students in secondary vocational schools. Under this background, major secondary vocational Image Manipulation Service schools should stand at the level of actual social needs and innovate the teaching methods of computer graphic design courses, so as to effectively improve students' abilities of practice and innovation. More importantly, it is necessary to comprehensively strengthen the application, learning and training of post-related knowledge, so as to scientifically build the major and knowledge system of this course for secondary vocational students, and cultivate and exercise students' comprehensive ability. 3 Main factors affecting the teaching of computer graphic design courses in secondary vocational schools 3.1 Ensuring the progressive nature of knowledge For computer graphic design courses, its core and most widely used software includes the two most basic software Illustractor and Photoshop, web page production software Dreamweaver and the most frequently used typesetting software InDesign. During the development of daily courses. Teachers By analyzing the current situation of reading culture and class culture construction of graphic design majors in secondary vocational schools, this paper puts forward the significance and importance of class culture construction in this major, and then proposes ways of class culture construction and multiple evaluation systems. Key words: secondary vocational school; graphic design major; class reading culture 1. The Status Quo of Reading Culture Construction in Graphic Design Majors in Secondary Vocational Schools Secondary vocational students are generally only fifteen or sixteen years old, and they are in adolescence, which is an important stage of growth and development. Their awakening consciousness is continuously enhanced, their emotional life is gradually enriched, and they have a strong spirit of participation, and their world outlook.
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sukanto Kuri

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