Project-Based learning Model Promotes Undergraduates’ Innovative Thinking Take Intangible Cultural Heritage Creative Design Courses as an Example
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Abstract
Innovative thinking is considered to be an important workforce in the 21st century. Design is divorced from practice, and ideas copy each other, which leads to the lack of survival competitiveness and creative innovation ability of college students in the current complex and changeable social environment. The purpose of this paper was to investigate (1) the effectiveness of the project-based learning model in promoting college students’ innovative thinking and (2) taking a course of heritage and cultural creative design as an example, this paper explored the influence of the project-based learning model on students’ innovative thinking. The sample was composed of undergraduates from the heritage and cultural creative design course of a university in Yunnan, China. This study selected its participants using a random sampling technique. The tools used to collect the data were a combination of questionnaires and performance assessments related to creative thinking and problem-solving skills. The project-based learning model consisted of five steps: identification of needs or problems, generation of ideas, development of outcomes through new ideas, implementation of the new outcome, and adoption of new outcomes. In the process of implementing the model, the results of pre-test and post-test showed that students’ innovative thinking has improved.
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