INNOVATIVE PRACTICE OF DESIGN MANAGEMENT TEACHING IN COLLEGES AND UNIVERSITIES UNDER THE BACKGROUND OF NEW LIBERAL ARTS -TAKE THE FLIPPED CLASSROOM & ONLINE TEACHING MODE AS AN EXAMPLE

Abstract

Taking the problem as the orientation, aiming at the "pain points" of teaching such as lack of motivation for students to learn, lack of thinking and innovation awareness, and weak research ability, the course "Design Management" carries out teaching innovation. Innovation is guided by the construction of "new liberal arts", with students as the center, and cultivating high-level abilities as the goal for curriculum reconstruction: First, build ability-oriented teaching content, with "cultural self-confidence" ideological and political content, and build a curriculum that meets differences The second is to create a capability-oriented ability improvement activity system; the third is to establish a capability-oriented two-tier evaluation system to realize the promotion of learning through evaluation; the fourth is to build a capability-oriented evaluation system. The oriented blended teaching model introduces the research method of Internet + educational information technology, and basically solves the "pain point" problem through the above innovations.

Research on the "Task + Project"—Driven Teaching Mode of Economics Course under the Background of New Liberal Arts

“…In the existing research, Xu et al (2022) took project-based learning as the traction to drive the reform of teaching modes, such as the integration of curriculum content, the reform of teaching methods, the renewal of evaluation methods, and the deepening of innovative practice [8]. Zhou et al (2022) further combined with the background of new liberal arts construction, emphasized innovation in multiple dimensions such as interdisciplinary technology empowerment, and teaching mode, and thought that taking real project practice as the traction (situation embedding), taking a scientific research platforms or new liberal arts laboratories as the carrier (situation construction) and supplementing immersive case teaching (situation awareness) were the main ways to carry out project-based learning [9]. Project-driven teaching method is a teaching method of "making work with the concept and principles of discipline as the center, selling the works to customers for the purpose, carrying out inquiry activities with the help of various resources in the real world, and solving a series of interrelated problems within a certain period".…”