Teachers Encourage Research On Students’ Creativity In Design Classroom Environments

The design classroom environment is essential to stimulate the creative output of the design classroom.However,the creative environment of the design classroom in the current design education environment is not guaranteed.Design teachers not only face increasingly complex design problem,but also face the problem of how to create a classroom environment that stimulates students’ creativity due to the limitations of their own knowledge and experience.Therefore,how to guide design teachers to reflect and grow to overcome the limitations of their own experience and create a high-quality design classroom creativity environment has become an important proposition.The core dimension in the creative environment is organizational encouragement.As a psychology category,encouragement has been widely used in psychological counseling.However,although studies have shown that encouragement has a profound impact on the creation of a creative environment,the development of encouragement in the field of creativity is limited.Therefore,this research is based on previous explorations of encouragement,and explores the influence of encouragement on the creativity of design students in the context of the design classroom environment.First,this thesis has done a lot of literature analysis on encouraging and encouraging research in the design classroom environment.The content of the literature research includes the definition of encouragement,the main dimensions of encouragement,conceptual boundaries,and various encouragement tools.Document research and analysis are conducted on the content and mode of the design classroom,the environment and elements of the design classroom,the definition of creativity,research of creativity in the design classroom,and creativity evaluation tools.The conceptual framework for encouraging research is derived from the literature.Through natural observation,investigation and research,oral analysis and other research methods,based on the open coding in grounded theory,it is concluded that the teacher encouragement model in the classroom environment is designed,and the analysis is aimed at improving Design classroom creativity environment to stimulate the teacher’s encouragement strategy of design classroom innovation vitality.Second,this thesis studies the application research of encouragement strategies in design classrooms.At the application level,from the aspect of the method and process of designing teachers’ use of strategies,it summarizes the process of designing teachers’ use of strategies,which is divided into four steps,namely,reading,identifying,exploring and generating.Subsequently,it focused on analyzing the use of strategies in the classroom,taking the course stage as the starting point,and exploring how to design classroom teachers’encouragement strategies to cultivate students’ creativity in the specific context of application,and provide assistance and support for follow-up research.After that,this thesis studies the influence of design classroom teachers’encouragement strategies on students’ creative output in the design classroom environment.A controlled experiment was set up through questionnaire analysis and creativity evaluation,which proved that the encouragement strategy used in the creative design classroom had a positive impact on the creativity output of the classroom.Subsequently,it discussed the role and influence of teachers’encouragement strategies in this from the level of students,teachers,design classroom environment and creativity results.Finally,this thesis summarizes the applicability of design teachers’encouragement strategies in different types of design courses and the shortcomings of design teachers’ use of design teachers and explores the limitations of the sample size of this research.The application in future research is prospected.