Teaching Practice of Flower Arrangement Art Course in Higher Vocational Colleges

Teaching Practice of Flower Arrangement Art Course in Higher Vocational Colleges

Abstract: The course of flower arrangement art is an important course offered by many agricultural and forestry colleges and high school vocational schools. In order to further improve the teaching system and improve the teaching quality. Based on my teaching practice in higher vocational colleges, the author will discuss the orientation, course content setting, teaching methods and teaching evaluation of flower arrangement course in higher vocational colleges.

Paper Keywords: flower arrangement course; Higher vocational colleges; Trial teaching

The art of flower arrangement is a plastic art decorated with plant materials, and it is also a creative activity integrating life, art, culture and skills. There is a growing demand for flower arranging professionals in the market, and more and more agricultural and forestry colleges and high school vocational schools offer flower arranging art courses. In order to further improve the teaching system and improve the teaching quality. Based on my teaching practice in higher vocational colleges, the author will discuss the orientation, course content setting, teaching methods and teaching evaluation of flower arrangement course in higher vocational colleges.

First, the teaching orientation of flower arrangement course in higher vocational colleges

(1) Teaching traditional art and culture to improve the artistic appreciation and aesthetic taste of students majoring in landscape architecture.

The course of flower arrangement art is mainly set up in two forms: professional elective course and public elective course. What the author is discussing here is a professional elective course for landscape architecture, horticulture and environmental art. From the perspective of professional curriculum, the teaching content of this course should enable students to systematically understand the development history, basic concepts and classification of flower arrangement art; Master the basic theoretical knowledge of flower arrangement art (color, modeling, etc.). ); Master the basic modeling skills of oriental flower arrangement (such as oblique and vertical, etc.) ) and western flower arrangements (such as hemispherical, meniscus, S-shaped, fan-shaped and triangular). ). Learn and master practical flower arrangement modeling methods such as wedding flower arrangement and etiquette flower arrangement in many aspects.

(2) Cultivate students' innovative consciousness and improve their practical ability.

The art of flower arrangement is a practical and technical course. Only through hands-on practice can students appreciate the unique charm of flower arrangement, and only through repeated operations can they master the basic essentials of flower arrangement technology. At the same time, after mastering a certain theoretical basis, flower arrangement, as an art, should constantly stimulate students' innovative consciousness and inspire design thinking in order to create new works. For example, by drawing a sketch of flower arrangement, we can guide the change of basic flower arrangement and create freely.

(C) As a technology, flower arrangement will broaden the employment channels for higher vocational students.

At present, the professional qualification certificates related to flower arranging courses include flower arranging personnel and florist. Among them, flower arrangers have three levels: primary, intermediate and advanced. As a course that can exercise hands-on ability and improve skills, flower arrangement course will broaden the employment channels of students. On the one hand, after graduation, students can choose a special flower arranging training school according to their own interests, and then obtain relevant professional qualification certificates to become professional flower arranging personnel or florists and engage in floral design; More students can constantly improve the level of floral art and run a good flower shop according to their actual situation.

Second, the course content of flower arrangement art

The course of Flower Arrangement Art has 48 class hours. The content is divided into three parts according to the degree of difficulty: the basic theory of flower arrangement, the application of flower arrangement art (core content) and the relationship between flower arrangement and occupation.

The first part, Basic Theory of Flower Arrangement, systematically expounds the basic concepts and development history of flower arrangement art, so that students can master the basic concepts and classification of flower arrangement and have a comprehensive understanding of common flower arrangement materials, flower arrangement devices and other flower arrangement tools. Class hours account for 12 class hours. Students are required to master the basic skills of flower arrangement, such as the handling skills of various flowers (especially flowers), the creative steps of flower arrangement and the appreciation of flower arrangement works.

The second part is the application of flower arrangement art, which is the core of flower arrangement course, accounting for 28 class hours. In this part, the basic skills and techniques of flower arrangement art are mastered through teacher's narration, teacher's demonstration operation and students' practice in groups, including hotel flower arrangement, hotel greening decoration, home environment flower arrangement, business place flower arrangement and office place flower arrangement; It also includes wedding and life flower arrangement. Through the combination of theoretical teaching and practical operation, students can master the basic shape of oriental flower arrangement; The basic shapes of western flower arrangement are hemispherical, horizontal, symmetrical triangle, asymmetric triangle, meniscus and L-shape. On this basis, learn modern freestyle flower arrangement to cultivate students' imagination and innovation ability.

The third part describes the relationship between flower arrangement and occupation. Flower arrangement is not only an art, but also a practical technology. This part mainly includes flower shop management and management skills; Understand the basic requirements of professional skills in flower arrangement, and the class will take 8 hours.

In addition to theoretical teaching, according to the characteristics of the course, the author's higher vocational college also offered a one-week training course. Mainly carry out the operation skill training of basic flower arrangement modeling in the East and the West, the guidance training of modern freestyle flower arrangement and the free creation operation.

Thirdly, the teaching and assessment methods of flower arrangement art course.

(A) the application of project teaching method and group teaching method

Project teaching method is widely used in flower arrangement course. In this paper, it means that teachers divide the whole class into independent sub-projects according to the teaching content.

Teachers complete the expected goals by analyzing sub-projects, setting projects, project implementation process (teacher demonstration, student operation), feedback and correction of results, summary, etc. In the process of project teaching method, in order to make the course more efficient and organized, students can be required to operate in groups. With 5-8 people as a group, each group chooses a team leader and a deputy team leader to jointly complete a small project or a part of a large project. On the one hand, we can finish some flower arrangement works faster and better in limited class hours; On the other hand, it is conducive to the cultivation of students' team consciousness.

(2) Taking the professional post ability as the core goal, implementing the course process assessment.

The assessment content of the course is divided into two parts: theoretical assessment and practical skill assessment. Theoretical assessment accounts for 30 points, including comprehensive evaluation of homework, classroom discussion, answering questions and attendance. Teachers combine the syllabus of project-based teaching and insert theoretical knowledge into the teaching of each project Practical skills assessment accounts for 70 points, of which 30 points are usually practical skills (group achievements) and 40 points are final practical skills assessment (individual achievements). Through the process assessment method, on the one hand, it can promote students' enthusiasm for learning this course, on the other hand, it highlights the requirements of cultivating students' practical ability, which is in line with the training characteristics of higher vocational students.

Fourth, the problems in teaching practice.

(A) the lack of experimental funds, the lack of experimental courses is still the main limiting factor.

Due to the limitation of funds, students can't buy many flowers. Students can only use artificial flowers to complete flower arrangement works, which is difficult to compare with the texture and beauty of flowers. In addition, most colleges and universities do not have a special flower arrangement operation room, which brings a lot of inconvenience to practical courses.

(B) the derailment of skill operation and skill application

In teaching practice, due to the limitation of teaching resources, it is difficult to connect with production practice, the proportion of imitative skills training is too large, and the students' dominant position is not prominent enough. Teachers hope to improve their post adaptability through repeated training of personal skills. However, the accumulation of individual skills is not the same as the improvement of comprehensive ability. Repeated training can easily lead to the decline of students' interest in learning. For a long time, teaching has been boring, students' interest in practical learning is not high enough, and the cultivation of innovative consciousness and the play of innovative potential are limited. Therefore, how to integrate the limited teaching resources into the real market and industry, and develop teaching content and training content directly applicable to the market requires teachers' long-term exploration and efforts. Although the school-enterprise cooperation mode is well used in the university where the author is located, it is mainly aimed at enterprises and schools to transport graduates. However, the effective cooperation between corporate culture, market expertise and classroom teaching in higher vocational colleges is far from enough, let alone the school-enterprise cooperation for a single course.