Exploration On Teaching Reform Of Garment Specialty In Textile Institute

The pformation and upgrading of the textile industry in the central area of Changzhou's Changjiang Delta also promoted the textile colleges to explore new teaching methods to adapt to social development.

Changzhou Textile Garment Institute takes "project oriented" professional reform and teaching management. Through the implementation of the "product oriented project", students' design creativity and technological skills have been further enhanced, and their vocational abilities of posts have been significantly improved.

A project starts from design to plate making, craft, sewing, and finally to garments, completely completed by the students themselves.

From the fashion design course to the women's costume design course and the men's wear design course, the difference of one word reflects the fundamental change of the teaching idea of Changzhou Textile Garment Institute.

Relying on industry and enterprise, the garment design speciality of Changzhou Textile Garment Institute has jointly developed the curriculum system based on the working process system. It has promoted the professional reform and teaching management based on "project oriented", and has constructed five items of curriculum system, such as women's dress design and technology.

The achievement won the first prize of "textile light" in 2010 China Textile Industry Association Education and teaching achievement award.

Fusion + Project + market a project runs through all courses: the clothing design specialty was opened in 1984. In those days, most garment enterprises in Changzhou were mainly OEM.

Since the beginning of the new century, the industrial structure of the Yangtze River Delta has been changing quietly. The brand awareness of the enterprises has been gradually enhanced, and the products have begun to subdivide, others have begun to make their own brands, others are specialized in women's clothing.

Since 2001, Changzhou Textile Garment Institute has also been upgraded to tertiary education.

Standing on the new platform, facing the new industrial environment, how does the school develop?

"Only by reforming a road can we succeed and not fail."

President Feng Guoping put forward such a request at the General Assembly meeting.

There are many vocational schools in Changzhou, which basically focus on garment processing and manufacturing.

"We are built up by art. This is our advantage. We should combine clothing with art, give full play to our advantages and walk out of a path suitable for our own development."

Ceng Hong, director of the Department of clothing, led teachers to learn from higher vocational colleges throughout the country. Combined with their own situation, the new idea of "project based curriculum teaching" was put forward, and the work integrated talent training mode of "integration + Project + market" was adopted.

"Fusion" refers to the integration of theoretical knowledge and operational skills, the integration of artistic innovation and production technology, the integration of traditional technology and modern technology, the integration of curriculum assessment and vocational qualification appraisal.

"Project" refers to the decomposition of professional teaching content into 6 items according to the working process of garment enterprises. The content of project teaching comes from enterprises, partly from simulation, and leads the teaching process through projects, and carries out teaching management and examination according to the project.

"Market" refers to the principle of "from the market to the market" according to the principle of "market from the market to the market". The goal and specification of the training of higher vocational clothing talents comes from the market. The curriculum and teaching contents are based on the market, and the teaching achievements and scientific research results are returned to the market, and the employment and Entrepreneurship of students can meet the market demand.

The seamless connection between talent training and talent demand specification is achieved, and talent training is "derived from enterprises and used for enterprises", so that the three sides of schools, enterprises and students will benefit from it.

The train of thought is clear and the teaching plan is adjusted accordingly.

Generally, project teaching in general schools is mostly a practice of one course and one project.

In the fashion design major of Changzhou Textile Garment Institute, a project runs through all professional courses.

The original costume design course is subdivided into women's wear design course, men's wear design course, children's wear design course.

"After the completion of the previous fashion design course, the following craft class is not a garment designed by the front road."

Zeng Hong said that the design was completely out of touch with plate making and technology, and the result of the students was to make an effective picture, basically speaking on paper.

But now it is different. A project starts from design to plate making, craft, sewing, and finally to garments. It is entirely done by students themselves.

"One project takes more than 100 hours."

Teaching contents, enterprise and students' abilities are combined: when it comes to the advantages of constructing the project based curriculum system, Ceng Hong said that this way "curriculum is" enterprise "and the teaching process is" productive ", so as to make students' ability training compound.

The "enterprise" of teaching content is based on the knowledge, ability and quality required by the actual tasks of the post, and the task of integrating and ordering tasks is the teaching content of the project course.

The content of curriculum has always been centered around the work content of clothing enterprises, so that teaching can be placed in the occupational working situation, which not only embodies the applicability of theoretical study, but also reflects the pertinence of the job.

The implementation of project-based curriculum takes the enterprise task as the teaching carrier, integrates knowledge and skills, integrates theoretical teaching with practical operation, takes the completion process of tasks as the core of practice teaching, and realizes the "production" of teaching process.

Project-based curriculum teaching also focuses more on brand operation.

In the course of teaching, the arrangement of class hours is used to simulate the operation process of the brand clothing. Teachers improve the students' practical operation ability by introducing tasks, organizing market research, interactive discussion, design and production, and teaching comments, so as to integrate teaching, learning and doing.

Teachers also use different teaching methods for different teaching contents, such as project driven, task leading, case analysis, research and discussion, and improve their professional quality and ability through skills appraisal examination, skills competition, and school enterprise cooperation product development.

The internal and external training base is focused on improving the post ability: the Changzhou Textile Garment Institute relies on the Changzhou higher vocational Park, closely depends on the industry, the joint enterprise, the integration of internal resources, and the building of a school training base which integrates teaching, vocational training, skill identification and production, including the clothing technology center, the clothing CAD center, the art and clothing training base, etc.

In recent years, the college has invested heavily in the purchase of professional training equipment, and equipped with many kinds of clothing CAD software, automatic cutting bed and other facilities in the industry.

The Institute has also perfected the practical studio, such as clothing creativity, stereoscopic cutting, garment plate making, etc., effectively expanding the activity space for teachers and students to improve their professional application ability and innovation ability, and promoting the pformation of personnel training mode.

The Institute also develops multi-disciplinary and multi-channel practice bases outside schools.

Through cooperation with a number of textile and garment enterprises such as Jiangsu Laoshi group, we have established a close practice training base to meet the requirements of students' internship.

Taking pre employment as the goal, we regularly admit students of clothing specialty to teaching practice and practice activities according to the needs of schools and enterprises.

The project oriented teaching reform of Changzhou Textile Garment Institute has effectively improved the quality of personnel training.

This achievement has been fully implemented and applied in the teaching of garment design specialty in level 2008 and 2009. Through the implementation of the "product project", students' design creativity and process skills have been further integrated and promoted.

Since 2009, the rate of passing through garment design has reached 96.7%, and the vocational ability of students has improved significantly.