Abstract
As Chinese higher education adapts to the changing landscape, heavily influenced by Western paradigms, design education also undergoes significant transformation. To enhance design teaching quality, teachers should employ innovative approaches; however, existing research lacks focus on reflective teaching techniques. This study, employing surveys and in-depth interviews with design teachers, unveils several key insights: confusion often arises between "reflective teaching" and "teaching reflection"; there's a prevalent focus on static content, neglecting dynamic teaching processes; pre- and post-lesson reflection is favored over in-action reflection; teaching methodologies are subject to various influences; teachers must acknowledge the inherent value of reflective teaching. Subsequently, drawing from Donald Schön's reflective action theory and J. W. Brubacher's theory of three-step reflection, an integrated theoretical framework for reflective teaching is proposed. This framework holds significance not only for Chinese design education but also offers insights for design teachers worldwide seeking to enhance their educational practices.
Keywords
design education; reflective teaching; reflective thinking; teaching model; design studio; higher education
DOI
https://doi.org/10.21606/drs.2024.593
Citation
Meng, D., Dong, W., Yang, L., and Fan, F. (2024) An integrated theoretical framework for reflective teaching in Chinese design education and abroad, in Gray, C., Ciliotta Chehade, E., Hekkert, P., Forlano, L., Ciuccarelli, P., Lloyd, P. (eds.), DRS2024: Boston, 23–28 June, Boston, USA. https://doi.org/10.21606/drs.2024.593
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Conference Track
Research Paper
Included in
An integrated theoretical framework for reflective teaching in Chinese design education and abroad
As Chinese higher education adapts to the changing landscape, heavily influenced by Western paradigms, design education also undergoes significant transformation. To enhance design teaching quality, teachers should employ innovative approaches; however, existing research lacks focus on reflective teaching techniques. This study, employing surveys and in-depth interviews with design teachers, unveils several key insights: confusion often arises between "reflective teaching" and "teaching reflection"; there's a prevalent focus on static content, neglecting dynamic teaching processes; pre- and post-lesson reflection is favored over in-action reflection; teaching methodologies are subject to various influences; teachers must acknowledge the inherent value of reflective teaching. Subsequently, drawing from Donald Schön's reflective action theory and J. W. Brubacher's theory of three-step reflection, an integrated theoretical framework for reflective teaching is proposed. This framework holds significance not only for Chinese design education but also offers insights for design teachers worldwide seeking to enhance their educational practices.