 |
[email protected] |
 |
3275638434 |
 |
 |
| Paper Publishing WeChat |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Huiwen Sun, Albert Young Choi
Full-Text PDF
XML 747 Views
DOI:10.17265/2159-5542/2024.05.001
Hanyang University ERICA, Ansan, South Korea
The Fundamentals of Visual Design are a foundational element of modern higher education in China. Given the context of socio-economic development, there is an increasing demand for visual design professionals. In the teaching of basic visual design in universities, there is a need for substantial innovation and transformation in teaching concepts, methods, and models, as well as continuous optimization of instructional design. In practice, the comprehensive implementation of Self-Determination Theory (SDT) is crucial. By leveraging SDT, educators can stimulate students’ intrinsic motivation and enhance the effectiveness of teaching. This paper focuses on the application of Self-Determination Theory in the foundational education of visual design in higher education institutions. First, it provides an overview of SDT, explaining its core concepts and fundamental principles. Then, it analyzes the current state of basic visual design education in Chinese universities, identifying existing problems and exploring the potential role of SDT in addressing these issues. Furthermore, it discusses how to integrate SDT into teaching design and practice to improve teaching outcomes and student motivation. The paper offers instructional guidance from the perspectives of fostering a sense of achievement and belonging, providing references and insights for future teaching efforts. Introducing Self-Determination Theory into the field of foundational visual design education in universities, the paper proposes corresponding instructional methods. This innovative approach, which combines theory and practice, helps to break traditional teaching models, stimulate students’ interest and motivation in learning, and enhance teaching effectiveness.
Self-Determination Theory, visual design, basic course education, teaching direction
Psychology Research, May 2024, Vol. 14, No. 5, 161-169
Cao, B. H. (2021). Integration and reconstruction of basic design courses (Doctoral dissertation, Nanjing University of the Arts, 2021).
Chen, F. F. (2023). Professional development of university counselors from the perspective of self-determination theory. Journal of Qiqihar University (Philosophy and Social Sciences Edition), 52(5), 156-159.
Cheng, L., Zhang, L. M., & Fang, D. D. (2023). Reform and design of “Textile CAD” course aimed at engineering education accreditation. West Leather, 45(19), 56-58.
Guo, W., & Xu, W. L. (2023). Path evaluation of teaching reform promoting undergraduate learning motivation from the perspective of self-determination motivation theory. Higher Education Journal, 9(14), 146-149+154.
Li, D. Y. (2017). Research on the innovation and reconstruction of three major composition textbooks in art and design. Art Science and Technology, 30(12), 422.
Li, M. (2022). The role and application of color elements in visual communication design. Daguan, 9(3), 21-23.
Lin, R. (2023). A case study on stimulating teachers’ online teaching and research motivation using intrinsic motivation from self-determination theory. New Wisdom, 26(9), 26-27.
Lü, Y. R., & Duan, K. (2024). Research on the construction of self-learning motivation mechanisms for visual communication design students. Environment and Development, 6(1), 1-3.
Pang, W., & Bi, J. J. (2022). Application of Chinese traditional painting colors in visual communication design. Art Panorama, 4(4), 59-61.
Ryan, R. M., & Deci, E. L. (2017). Self-determination theory. Education Science Forum.
Song, X. W., Zhang, X. R., & Liu, Y. Q. (2023). Summary of the second “Un-Future” international education forum. Art Research, 68(5), 17-21.
Tao, Z. S. (2022). The interweaving and co-creation of sensible aesthetics and rational technology in design—A case study of visual communication design. Tiangong, 9(6), 18-20.
Wang, A. N. (2022). Innovative ideas for reforming the curriculum system of visual communication design. Shoes Technology and Design, 2(2), 81-83.
Wang, T., & Zheng, Q. Q. (2009). Self-determination Theory: A Positive Personality Perspective. Social Psychological Science (2), 6.
Xia, Y. Y. (2024). Development, evolution, and reconstruction of basic visual design courses (Doctoral dissertation, Tianjin University, 2024).
Yuan, Q. (2023). The dissolution and reconstruction of rural teachers’ drive for further education from the perspective of self-determination theory. Education Science Forum, 37(20), 37-41.
Yuan, X. Y. (2015). Atypical design history. Beijing: Peking University Press.
Zhang, J. (2023). How do sports games improve children’s peer interaction skills? —From the perspective of self-determination theory. Journal of the Chinese Society of Education, 44(9), 85-88+95.
Zhang, K. X. (2022). A brief discussion on the emotion and value of color in visual communication design. Popular Colors, 40(1), 134-136.
Zheng, J. X., Zhao, X. W., & Cao, F. (2023). Personalized teaching research on “Object-Oriented Analysis and Design” course based on OBE education concept under the background of new engineering. Western China Quality Education, 9(20), 159-162.
Zhong, G. L., Chen, Y., Li, L. X., & Wen, X. T. (2023). Exploration of course teaching based on self-determination theory: A case study of “Python Programming”. Office Informatization, 28(19), 20-22, 44.