Packaging teaching: diverse materials, one form, interesting

It is not easy to be a teacher. It is even harder to be a successful teacher. In the teaching of packaging design, teachers must not only have a strong theoretical basis, but more importantly, they must prepare many image materials that meet the theoretical needs. And footage.
For example, when teachers design classes, they always have to prepare many products, have better products, have poorer products, have products picked up somewhere in the home, and there are cartoon toys bought on the street.
This pile of products is to allow students to understand the characteristics and design of the product more directly in the classroom, using a variety of methods and means to explain a point of view teaching methods. Therefore, a vivid lesson should be the best emotional expression of the teacher. Sometimes, the teacher raises the product to explain its advantages and disadvantages; sometimes he uses similar things in the product (such as cartoon toys, etc.) Make comparisons; sometimes go to the middle of the students to pick up some items to explain.
In short, with the simplest and most lively method that best enables students to memorize, students are allowed to understand a certain problem or design of the course.
Teachers often have to prepare more picture materials and props to improve their thinking. Picture materials are often obtained from various sources. According to the content of the course, they are displayed from time to time and distributed to students for reading.
Some of the pictures may not be the same as the subject of the lesson, but in order to compare other pictures of the same theme, as much as possible to contrast, so that the resulting contrast, correct and clear, visual experience greatly increased, in class, the teacher step by step he explained a Creativity ideas can be posted while posting texts of various shapes, sometimes moving their positions; sometimes superimposed on top; even with a characteristic item stuck on paper for students to experiment and Feelings.
This approach is much more flexible than using chalk to write directly on the blackboard. The dynamic teaching effect it generates is more reflective of the gradual nature of thinking. It can therefore adapt to changes in students' thinking, stimulate the brain, and stimulate classroom atmosphere.
In addition, in order to allow students to consolidate their theoretical thinking, the teacher can leave the picture materials and creative stickers behind the classroom, allowing the students to understand and watch slowly, leave the “classroom” on the wall, stay in the spare time, and stay in the memory of the students. in.
The teaching materials are very different. From the different perspectives, the packaging design came into contact last year and brought the design feelings to the students. For example, in order to explain the difference between good and bad or whether there is packaging or not, the teacher personally bought several different pieces of potato chips. First of all, they distributed it to the students to taste (when everyone had interest), and then took out another package with different quality. The potato chips let everyone taste. Next, the teachers asked one by one how they felt after eating. Of course, good and bad things were tasted by themselves, coupled with their packaging, they would personally feel the pros and cons of the product, while allowing students to use theory. The idea of ​​writing out its taste, texture, aspect, freshness, color, etc. is really interesting.