Discussion on the Construction of Packaging Design Curriculum under the Perspective of Multidisciplinary Integration

The concept of talent cultivation in the context of new engineering disciplines is mainly oriented to intersection and integration to cultivate composite engineering talents, which is characterized by strategic, innovative, systematic and open-ended [1-4]. The construction of disciplines in the context of new liberal arts focuses on the intersection of disciplines, the integration of arts and sciences, and the cultivation of students’ humanistic literacy, national sentiment, and the spirit of innovation through the talent cultivation concepts of communion and interoperability, moral education, and integration and innovation [5-7]. Under the background of the development of new engineering and new liberal arts disciplines, the curriculum construction of colleges and universities should grasp the development trend of disciplinary integration, and cultivate high-quality talents in line with the national development and social needs through the innovation of curriculum construction and teaching mode.

The Packaging Design course cultivates students’ comprehensive design ability from the perspective of packaging design theory and practice. In order to adapt to the development of the times and social change, the future development direction of the course is in line with the construction of new engineering disciplines and new liberal arts disciplines, and to realize the combination of “engineering” (engineering) and “art” (art) [8-10]. With the background of the development of new engineering disciplines, students need to master the professional knowledge of the development of modern light industry, have a strong ability to combine theory and practice, and form the design literacy of transforming design knowledge into actual productivity. With the background of the development of new liberal arts disciplines, the humanities, social sciences and natural sciences are integrated in the cultivation methods and teaching concepts, and the comprehensive humanistic literacy of students is cultivated through the comprehensive integration of the new liberal arts disciplines in the course objectives, teaching methods and teaching process [11-13]. Combined with the teaching resources and student characteristics of the School of Art and Design, we explore the innovation of the curriculum construction and teaching mode of Packaging Design under the vision of discipline integration [14-16].

The purpose of literature [17] was to determine if consumer focus groups could produce reliable data that, when used as a consumer research input for retail food packaging replication/graphic design development, could produce reliable results and directions for development in the testing and development of consumer package graphic designs for retail food packaging. Literature [18] combines the cognitive and design theories that form the basis of realistic design through experimentation and fieldwork. Elements of human perception and emotion are incorporated into physical packaging to present a more comprehensive design function and approach. Literature [19] By designing optimal packaging, packaging and food manufacturers can reduce food and packaging waste and ensure that packaging meets market and consumer needs. Methods for measuring packaging distribution, consumer use of packaging, and the ability of packaging to drive retail purchases continue to evolve and improve in accuracy. Literature [20] empirically analyzed the relationship between packaging development and firm performance in the Japanese food manufacturing industry using design patent data. The results showed that the number of design patents related to packaging was significantly associated with the growth of firms’ operating margins, sales growth rates, and operating profits. Moreover, the results show the opposite. Literature [21] integrated design thinking into a packaging design course and examined its impact on students’ creative self-efficacy and process experience through an empirical study. The results showed that students’ creative self-efficacy and mind-flow experience were better at post-test than at pre-test. The results also showed that design thinking increased the self-efficacy of students with low creative tendencies and improved the creative flow experience of all students. Literature [22] demonstrated the influence of external and internal factors on the packaging design process. By designing an appropriate product packaging. Packaging design can introduce new and better solutions to various marketing and logistics problems in the supply chain. The value of originality fulfills the identified need to contribute to more research on packaging and marketing strategies.

On the basis of analyzing the significance of carrying out multidisciplinary integration in colleges and universities, this paper sorted out the specific connotation of multidisciplinary integration and packaging design courses, and also designed the development process of multidisciplinary integration packaging design courses on the basis of ADDIE course development model. The evaluation index system of multidisciplinary integration packaging design courses was established by introducing the OBE concept, correcting the objective weight of the entropy weight method through the trapezoidal hierarchical analysis method, and obtaining the combined weights of the corresponding evaluation indexes, and then establishing a fuzzy comprehensive evaluation model to analyze the level of multidisciplinary integration in colleges and universities. Taking the students of packaging design majors in several colleges and universities in S and H cities as examples, the integration level of multidisciplinary integration packaging design courses and the teaching implementation effect of multidisciplinary integration were analyzed by using questionnaires to obtain relevant teaching data.

2

Multidisciplinary integration of packaging design course construction

Multidisciplinary intersection and integration refers to a new comprehensive discipline system formed by the interpenetration and integration of two or more disciplines.This discipline system can cultivate various types of high-quality talents with interdisciplinary skills, innovative abilities, and entrepreneurial skills, which is in line with the educational goals of the new liberal arts. In recent years, many teaching practices have proved that the “project system” adopted in the teaching of higher education disciplines and specialties is the best way to carry out multidisciplinary intersection and integration.

2.1

Connotation and significance of packaging design course

2.1.1

Significance of multidisciplinary integration

The construction of new liberal arts departments is an inevitable trend in the development of education and a requirement of the times for colleges and universities.Multidisciplinary cross-fertilization is the key driving force for the development of the packaging design profession in the context of building new liberal arts. With strong comprehensiveness and innovativeness, the packaging design profession has an inherent advantage in interdisciplinary cross-fertilization, and at the same time, the innovation and fusion can also promote the packaging design profession to realize renewal and upgrading. The significance of multidisciplinary cross-fertilization of packaging design courses is shown in Figure 1, which can improve the overall quality of students in a limited way, shape their innovative thinking, promote the high degree of integration of industry, academia and research, promote the development of disciplines to update, and provide a guarantee for students to adapt to the diversified employment market.

2.1.2

Connotation of packaging design courses

Optimize the current professional curriculum structure, teaching and research system and talent cultivation mode of packaging design discipline, and explore the connotation construction of new curriculum system, new teaching content and new talent cultivation mode of multidisciplinary cross-fertilization of packaging design courses. As for the construction of “new liberal arts” in packaging design, it should be adapted to the new requirements of the development of philosophy and social sciences in the new era, and study and explore the new direction of the in-depth cross-fertilization of modern information technology and liberal arts majors, between liberal arts majors, and between liberal arts and science, technology, agriculture and medicine majors. And then put forward the growth point and development direction of the emerging packaging design courses, and scientifically determine the cultivation objectives and training standards of the emerging professional talents in packaging design under the background of “new liberal arts”. The concept of packaging design course system construction is depicted in Figure 2, which aims to promote the cross-fertilization of packaging design courses with the new round of scientific and technological revolutions and industrial changes.

2.2

Development Process of Packaging Design Course

2.2.1

ADDIE Curriculum Development Model

The ADDIE model provides a systematic process for identifying teaching needs, designing and developing teaching resources, and implementing and evaluating teaching, based on a scientific analysis of teaching materials and objects. Its purpose is to improve teaching efficiency, ensure that students can acquire appropriate knowledge and skills, and meet the needs of teaching development.The framework of the ADDIE model is shown in Figure 3, and its greatest advantage is that it is systematic and targeted, and by considering its five steps in an integrated way, it can avoid one-sidedness in classroom teaching and thus better meet the requirements of teaching. And it can effectively utilize teaching resources so as to improve teaching efficiency and meet the needs of educational development, and adopt an effective assessment mechanism, which can effectively prevent the blindness of classroom teaching and thus ensure the quality of teaching.

The ADDIE model process starts with analysis, then moves through design, development, and implementation, and finally moves to the evaluation stage.In instructional design, analysis and design are prerequisites, development and implementation are the core essence, and evaluation provides a guarantee for the effectiveness of teaching. The one-way arrows in the outer circle connect the first four stages in series, indicating the sequence and logical relationship of the instructional design, while the two-way arrows in the inner circle emphasize that the evaluation stage can move to other stages at any time, and its feedback effect continues to be transmitted to all links. The five links of the ADDIE model influence each other and are interlocking, so that the whole instructional design tends to a “virtuous circle” of continuous improvement.

2.2.2

Design of the course development process

The specific process of exploring the multidisciplinary cross-fertilization course design for packaging design courses based on the ADDIE model is shown in Figure 4. The three elements of the ADDIE model, namely, analysis, design, and development, are used to conceptualize and design the multidisciplinary fusion packaging design course. Analysis is the premise of the teaching design of the multidisciplinary fusion packaging design course, which includes the analysis of the Standard, the teaching materials and the learning situation, the analysis of the concept of the multidisciplinary fusion packaging design course, and on the basis of which to determine the teaching objectives and teaching key points of the multidisciplinary fusion packaging design course. Design is to take the analysis stage as the basis for designing the teaching time arrangement, teaching evaluation, and teaching activities of the multidisciplinary integrated packaging design course.Development is the process of creating teaching resources for the multidisciplinary integrated packaging design course, which is based on the analysis and design stages. Implementation refers to the development of each lesson in the multidisciplinary packaging design course based on the teaching objectives of the multidisciplinary packaging design course, based on the developed teaching resources and designed teaching activities. It is a component of the transition from instructional design to classroom design, and it can resolve the difficulty of implementing the current proposed instructional design in the classroom. Evaluation is mainly for the evaluation of students’ learning, which includes students’ self-assessment, group evaluation, teacher’s evaluation of students, and students’ test at the end of the multidisciplinary integration packaging design course, and also includes the feedback of the teaching effect and the reflection and improvement of each stage.

2.2.3

Curriculum practice strategy

The teaching content of the packaging design course needs to be integrated and innovative, this paper proposes the five teaching modules, including the one-dimensional packing construction drawing, the two-dimensional packaging design, the 3d packaging design, the virtual multimedia display of the four-dimensional packaging design and the sample output of the inside and outside packaging, the five-dimensional implementation. In large Numbers according to the technology-based network interaction, each teaching module is connected to each other, relatively independent, the integration of the internal resources of the subject, and the teaching content of the reasonable architecture packaging design course.

3

Comprehensive Evaluation Model for Packaging Design Courses

At present, the national demand for cross-disciplinary talents who master a variety of specialized knowledge is increasing year by year. In order to comply with the development trend of the times and social needs, in the context of the construction of multidisciplinary integration, packaging design courses, as a practical art discipline in social life, need to start from their own disciplinary characteristics, and on the basis of the experience accumulated in the previous exploration and practice, to integrate new technologies and new thinking into the teaching of packaging design courses. For the establishment of multidisciplinary integration of packaging design course teaching, the implementation of effective teaching evaluation can help to understand the problems existing in the process of multidisciplinary integration of packaging design course teaching, and help to promote the level of teaching of packaging design course can be improved.

3.1

Evaluation system of packaging design courses

According to the OBE concept, after clarifying the teaching objectives, the learning process should be designed according to the objectives, including the teaching content, methods, and other specific matters. As a course with strong practicality, we can see that the teaching objectives of packaging design are multidimensional, and it is obvious that the traditional teaching method is not enough to support the realization of the objectives. Breaking tradition and relying on the innovative design of the multidisciplinary fusion packaging design course is the necessary way. In order to effectively analyze the integration level and teaching quality of packaging design courses under multidisciplinary integration, this paper establishes an evaluation index system for packaging design courses based on the OBE concept, and its specific content is shown in Table 1. It mainly includes the dimensions of integration teaching method, teaching ability, teaching attitude, teaching management and teaching quality, so as to obtain the quality of multidisciplinary integration of packaging design courses under the ADDIE curriculum development model.

Table 1.

Packaging design course evaluation system

Dimension	Index	Code
Teaching method	Innovative and flexible	T1
	Teacher and student	T2
	The teaching method is vivid and intuitive	T3
	Actively expand multi-disciplinary knowledge	T4
	Combined theory practice	T5
Teaching ability	Multidisciplinary integration teaching is vivid and concise	T6
	Multidisciplinary concepts are clear and accurate	T7
	The theoretical depth and breadth are moderate	T8
	Focus on the knowledge of the subject	T9
Teaching attitude	Fully prepare the teaching plan	T10
	The teacher’s teaching goal is clear	T11
	Teachers have higher vocational literacy	T12
Teaching quality	Student performance	T13
	Learning ability culture	T14
	Student learning	T15
	Students’ interest in the course	T16

3.2

Combined assignment to solve for indicator weights

1)

Trapezoidal fuzzy hierarchy analysis method

Trapezoidal fuzzy hierarchical analysis is an empowerment method that integrates the trapezoidal fuzzy number into the hierarchical analysis method, and the specific steps are as follows:

Step1 Use the pairwise comparison method and the trapezoidal fuzzy number, combined with the hierarchical analysis method to judge the scale and construct the fuzzy judgment matrix.

Step2 Apply the formula: (1) $c (A) = \frac{(d^{2} + c d + c^{2}) - (b^{2} + a b + a^{2})}{3 (c + d - a - b)}$

Calculate the center of gravity of the trapezoidal fuzzy number A=(a,b,c,d), change the fuzzy judgment matrix into the core matrix (i.e., ordinary judgment matrix), and then make a consistency test of the ordinary judgment matrix, if CR,, 0.1 the judgment matrix passes the test, if CR>0.1, it fails to pass the test, and need to readjust the trapezoidal fuzzy number judgment matrix.

Step3 Calculate the fuzzy weights, first use $r_{i j} = (a_{i j}, b_{i j}, c_{i j}, d_{i j}) = \frac{1}{L} \otimes (r_{i j}^{(1)} \oplus r_{i}^{(2)} \oplus r_{i j}^{(3)} \oplus r_{i}^{(4)}) = (\frac{1}{L} \sum_{k = 1}^{L} a_{i j}^{(k)}, \frac{1}{L} \sum_{k = 1}^{L} b_{i j}^{(k)}, \frac{1}{L} \sum_{k = 1}^{L} c_{i j}^{(k)}, \frac{1}{L} \sum_{k = 1}^{L} d_{i j}^{(k)})$ to get the fuzzy judgment matrix r_ij(i,jϵN). And then use it again: (2) $\begin{matrix} I (v_{i}) = (\sum_{j = 1}^{n} a_{i j}, \sum_{j = 1}^{n} b_{i j}, \sum_{j = 1}^{n} c_{i j}, \sum_{j = 1}^{n} d_{i j}) \\ \otimes (\sum_{i = 1}^{n} \sum_{j = 1}^{n} a_{i j}, \sum_{i = 1}^{n} \sum_{j = 1}^{n} b_{i j}, \sum_{i = 1}^{n} \sum_{j = 1}^{n} c_{i j}, \sum_{i = 1}^{n} \sum_{j = 1}^{n} d_{i j}) \\ = (\frac{\sum_{j = 1}^{n} a_{i j}}{\sum_{i = 1}^{n} \sum_{j = 1}^{n} d_{i j}}, \frac{\sum_{j = 1}^{n} b_{i j}}{\sum_{i = 1}^{n} \sum_{j = 1}^{n} c_{i j}}, \frac{\sum_{j = 1}^{n} c_{i j}}{\sum_{i = 1}^{n} \sum_{j = 1}^{n} b_{i j}}, \frac{\sum_{j = 1}^{n} d_{i j}}{\sum_{i = 1}^{n} \sum_{j = 1}^{n} a_{i j}}), (i, j \in N) \end{matrix}$

Find the fuzzy evaluation value. Then use: (3) $I ({\bar{v}}_{i}) = \frac{a_{i} + b_{i} + c_{i} + d_{i}}{4}, i \in N$

Calculate the fuzzy evaluation expectation and apply the formula: (4) $w_{i} = \frac{I ({\bar{v}}_{i})}{\sum_{i = 1}^{n} I ({\bar{v}}_{i})}, i \in N$

The fuzzy evaluation expectations are standardized to obtain the trapezoidal fuzzy hierarchical analysis method weights of each indicator.

2)

Modified entropy weight method

The entropy weight method determines the weight value of the indicators by evaluating the original data of the indicators, and the calculation method can objectively and realistically extract the information implied in the data of the indicators. The information entropy can improve the accuracy of decision-making according to the amount of decision-making information in multi-objective decision-making evaluation, in which the entropy weight corresponds to the size of the useful information of each indicator in decision-making evaluation.

There are R evaluation object, and each evaluation object corresponds to T indicators, to establish the judgment matrix Z as: (5) $Z = {[z_{i j}]}_{R \times T} (i = 1, 2, \dots, R; j = 1, 2, \dots, T)$

Normalizing the data in the judgment matrix, there is when the indicator data follows the principle of bigger is better: (6) $y_{i j} = \frac{z_{i j} - \min (z_{i j})}{\max (z_{i j}) - \min (z_{i j})}$

When the indicator data follows the smaller is better principle, there: (7) $y_{i j} = \frac{\max (z_{i j}) - z_{i j}}{\max (z_{i j}) - \min (z_{i j})}$

The normalization matrix Y is obtained as: (8) $Y = {[y_{i j}]}_{R \times T}$

T of the indicators, for R categorized objects within the system, defines the jrd indicator entropy value H_j as: (9) $H_{j} = - K \sum_{i = 1}^{R} f_{i j} \ln f_{i j}$

$K = \frac{1}{ln R}; f_{i j} = \frac{y_{i j}}{\sum_{i = 1}^{R} y_{i j}}; j = 1, 2, \dots, T$ in Eq.

Then the jnd indicator entropy weight ω_j is: (10) $ω_{j} = \frac{1 - H_{j}}{T - \sum_{j = 1}^{T} H_{j}} (0,, ω_{j},, 1, \sum_{j = 1}^{T} ω_{j} = 1)$

Modified entropy weight method combines subjective and objective weights, the method adopts trapezoidal fuzzy hierarchical analysis to modify entropy weight method, which can adjust the bias of entropy weight method for calculating single-factor index weights under specific conditions, organically combines the index weights obtained by the two weight calculation methods, and determines the optimal value by combining the weight vectors ${\bar{ω}}_{j}$ , which is in line with the principle of minimizing deviation of the distances between the subjective weights and the objective weights. The optimal value conforms to the principle of minimizing the distance deviation between subjective weights and objective weights, and the optimal model of combined weight assignment is established as follows: (11) $\min {\sum_{j = 1}^{T} [θ (\frac{1}{2} {({\bar{ω}}_{j} - ω_{j})}^{2}) + (1 - θ) (\frac{1}{2} {({\bar{ω}}_{j} - α_{j})}^{2})]}$

Eq. ${\bar{ω}}_{j} \in Ω = {{\bar{ω}}_{j} | \sum_{j = 1}^{T} {\bar{ω}}_{j} = 1, 0,, {\bar{ω}}_{j},, 1}; 0,, θ,, 1$ .

According to the theorem that the optimal model has a unique solution on the feasible domain, the solution can be introduced from the Lagrange function as: (12) ${\bar{ω}}_{j} = θ ω_{j} + (1 - θ) α_{j} (j = 1, 2, \dots, T)$

In this way the final combination weight vector ${\bar{ω}}_{j}$ can be obtained.

3.3

Establishment of a fuzzy comprehensive evaluation model

The basic principle of fuzzy comprehensive evaluation is to determine the set of factors (indicators) and the set of evaluations (assignments) of the evaluated object based on the multiple factors that play an influential role on the evaluated object. Then determine the weight of each factor (indicator) and establish a fuzzy evaluation matrix. Finally, according to the fuzzy evaluation formula, the comprehensive evaluation results of the evaluation object are derived. Fuzzy comprehensive evaluation method is relatively simple to use, easy to grasp and easy to operate, through the establishment of a simple mathematical model can be assessed multi-level and multi-indicator complex problems. Fuzzy comprehensive evaluation method can not only evaluate and rank the evaluation object according to the comprehensive score, but also according to the principle of maximum affiliation, according to the value of the fuzzy evaluation set on the rating of things. The specific operation steps are as follows:

Step1 Determine the evaluation index set according to the purpose of evaluation index, then: (13) $A = {A_{2}, A_{2}, A_{3}, \dots, A_{k}}$

The set of evaluation indicators, also known as the set of evaluation factors, indicates that the indicator set has a total of k subsets of evaluation indicators. For example, the first-level indicator set of the performance evaluation of the construction of training base in vocational colleges and universities is recorded as A={A₁,A₂,A₃,⋯,A_k}, the second-level indicator set is recorded as A={A₁₁,A₁₂,A₁₃,⋯,A_1k}, and the third-level indicator set is recorded as A₁={A₁₁₁,A₁₁₂,⋯,A_11k}.

Step2 Determine the evaluation level set, i.e: (14) $V = {V_{2}, V_{2}, V_{3}, \dots, V_{n}}$

The set of evaluation levels refers to the set of all possible comments on the evaluation object, usually the evaluation level n takes an integer, and the specific level can be described in appropriate language according to the evaluation content.

Step3 Determine the weight of each evaluation index, then: (15) $W = {W_{2}, W_{2}, \dots, W_{n}}$

Weight W reflects the importance of each evaluation index in the comprehensive evaluation, and this study is based on the entropy weight method modified by the trapezoidal fuzzy hierarchy analysis method to determine the combination weight of each evaluation index.

Step4 Establish fuzzy evaluation matrix

Evaluation of single factor (indicator) A_i(i=1,2,3,⋯n), the evaluation level of each indicator also needs to comprehensively consider the influence of the upper and lower level indicators. To determine the evaluation level of the second-level indicators need to comprehensively consider the influence factors of the third-level indicators, that is, to determine the degree of affiliation of the second-level indicators to the evaluation level set V, so as to get the fuzzy evaluation matrix of the second-level indicators R. Then: (16) $R = [\begin{matrix} r_{11} & r_{12} \dots & r_{1 n} \\ r_{21} & r_{22} \dots & r_{2 n} \\ ⋮ & ⋮ & ⋮ \\ r_{m 1} & r_{m 2} & r_{m n} \end{matrix}]$

Element r_ij in row i and column j of matrix R represents the degree of affiliation of a fuzzy subset of evaluation level V_j of an evaluated object from the viewpoint of indicator A_i.

Step5 Establish fuzzy comprehensive evaluation model

The fuzzy evaluation set S is obtained through the fuzzy transformation of the weight vector W and the evaluation matrix, then: (17) $S = W * R = (W_{1}, W_{2}, \dots, W_{n}) * [\begin{matrix} r_{11} & r_{12} \dots & r_{1 n} \\ r_{21} & r_{22} \dots & r_{2 n} \\ ⋮ & ⋮ & ⋮ \\ r_{m 1} & r_{m 2} & r_{m n} \end{matrix}] = (s_{1}, s_{2}, s_{3}, \dots, s_{n})$

Where s_j indicates the degree of affiliation of the evaluated object to the elements of the evaluation level set from the whole.

Step6 Analyze the fuzzy comprehensive evaluation combination vector

The fuzzy comprehensive evaluation result vector is calculated by the above formula, and since the result is expressed as a fuzzy vector, it is based on the principle of maximum affiliation degree. That is, whichever factor in the fuzzy comprehensive evaluation result vector has the largest value is taken as the evaluation level of that evaluation factor.

4

Application practice analysis of packaging design courses

In the wave of globalization, the continuous collision and fusion of multiple cultures has opened up a broader world for the teaching of packaging design courses, but it also puts forward higher requirements for the teaching quality of packaging design courses. To keep up with the trend of multicultural integration, it is crucial for teaching practice to create an open and inclusive teaching environment for students in packaging design courses. Multidisciplinary integration will inevitably bring about the collision of technology and teaching concepts, which requires the enhancement of students’ knowledge learning ability in the teaching of packaging design courses, and improve students’ cognitive level of multidisciplinary integration of packaging design courses. While improving students’ professional abilities in packaging design, we cultivate new generation talents with cultural self-confidence and self-awareness, an open international vision, and cross-cultural communication skills.

4.1

Survey Respondents and Questionnaire Distribution

4.1.1

Selection of survey respondents

1)

Purpose of the survey

In order to gain a deeper understanding of the current situation of students’ cognition, teaching and learning of multidisciplinary cross-disciplinary packaging design courses under the perspective of multidisciplinary integration, a questionnaire survey has been conducted on the students related to packaging design majors in colleges and universities of the more economically developed S and H city areas.

2)

Survey Objects

In this paper, a questionnaire survey was launched in mid-April 2023 on students majoring in packaging design related majors in colleges and universities in two regions of S city and H city respectively, and classes were randomly selected for the survey in each school, in which there were a total of 500 students in the first year of university, a total of 300 students in the second year of university, and a total of 100 students in the third year of university, and a total of 900 questionnaires were issued and 886 were recovered, and the questionnaire recovery validity rate The effective rate of questionnaire recovery is 98.44%. In addition, this paper also utilizes the ADDIE model for the development of multidisciplinary fusion packaging design courses, and 100 students are randomly selected from 900 students to carry out multidisciplinary fusion packaging design course teaching experiments, so as to clarify the improvement of the teaching quality level of packaging design courses under multidisciplinary fusion.

4.1.2

Preparation of questionnaires

Based on the existing relevant studies on teaching multidisciplinary integration courses, and then using the five stages of the ADDIE model as a guideline, the Deep Learning Scale for College Students of relevant scholars was referred to. At the same time, this questionnaire was prepared based on the analysis of related research on multidisciplinary integration and the core literacy of packaging design courses. Its main content contains all the index items of the previous evaluation index system, this questionnaire has 19 questions, the first question and the second question are the investigation of the basic information of the students, and the remaining 16 questions are designed from the four dimensions of teaching methods, teaching ability, teaching learning attitude and teaching quality of multidisciplinary fusion packaging design courses. And the questionnaire was scored using Likert’s five-point scale method, assigning a value of 5 to option A very much, 4 to option B, 3 to option C uncertain, 2 to option D, and 1 to option E. At the same time, the 19th question in the questionnaire was a reverse scoring question, which was designed to filter out invalid questionnaires and improve the quality of the questionnaire data.

4.2

Evaluation of Packaging Design Course Integration

4.2.1

Determination of evaluation indicator weights

Based on the evaluation index system of multidisciplinary fusion packaging design course established in the previous paper, this paper utilizes the trapezoidal fuzzy hierarchical analysis method to correct the weight of entropy weight method, and obtains the weight distribution of each combination of evaluation indexes as shown in Table 2.

Table 2.

Evaluation index weight distribution

Dimension	Index	Weight
Teaching method (0.3056)	Innovative and flexible(T1)	0.0615
	Teacher and student(T2)	0.0598
	The teaching method is vivid and intuitive(T3)	0.0572
	Actively expand multi-disciplinary knowledge(T4)	0.0714
	Combined theory practice(T5)	0.0557
Teaching ability (0.3427)	Multidisciplinary integration teaching is vivid and concise(T6)	0.0846
	Multidisciplinary concepts are clear and accurate(T7)	0.0852
	The theoretical depth and breadth are moderate(T8)	0.0834
	Focus on the knowledge of the subject(T9)	0.0895
Teaching attitude (0.1475)	Fully prepare the teaching plan(T10)	0.0476
	The teacher’s teaching goal is clear(T11)	0.0502
	Teachers have higher vocational literacy(T12)	0.0497
Teaching quality (0.2042)	Student performance(T13)	0.0473
	Learning ability culture(T14)	0.0514
	Student learning(T15)	0.0534
	Students’ interest in the course(T16)	0.0521

Under this system, the level of teachers’ multidisciplinary integration teaching ability is the most concerned, and its weight coefficient is 0.3427, which reflects that the development of packaging design courses in colleges and universities can not be separated from the level of teachers’ multidisciplinary cross-fertilization teaching ability, and the teachers’ multidisciplinary teaching ability helps to explain the relevant multidisciplinary concepts more intuitively, and also carries out the focus on the multidisciplinary knowledge explanation for the students. The second highest weighting coefficient is the performance of teachers’ teaching methods, with a weighting coefficient of 0.3056. The use of innovative and flexible teaching methods and tools can enhance the interaction between teachers and students, and provide a reference for actively expanding multidisciplinary knowledge. The weighting coefficients of teaching quality and teaching attitude are 0.2042 and 0.1475 respectively, and overall there are drawbacks in the current teachers’ teaching attitude, which needs to further optimize the teaching program of multidisciplinary cross-fertilization packaging design courses and set clear teaching objectives, so as to better guarantee the degree of students’ interest in multidisciplinary cross-fertilization design courses.Among the secondary indicators, focusing on subject knowledge (T9), clarity and accuracy of multidisciplinary concepts (T7), and vivid and concise multidisciplinary integration of teaching (T6) were ranked in the top three in terms of weight, with coefficients of 0.0895, 0.0852, and 0.0846, respectively.The development level of teachers’ multidisciplinary cross-fertilization teaching ability can be gauged, which can guarantee the advancement of students’ professional knowledge mastery in packaging design courses.

4.2.2

Evaluation of the level of curriculum integration

In this paper, the evaluation table of the integration level of multidisciplinary packaging design courses in colleges and universities is designed based on the prototype of the indicators of the evaluation index system of multidisciplinary integration packaging design courses. In addition, this paper also divides the integration video of multidisciplinary packaging design courses into five levels, and at the same time, it will assign its scores as {95,85,75,65,55}, which denote the stages of in-depth integration, high degree of integration, basic integration, barely integration and no integration, respectively.

Combined with the previous fuzzy comprehensive evaluation method, we can obtain the comprehensive evaluation arithmetic process for the integration level of multidisciplinary packaging design courses in colleges and universities as follows:

1) Based on the affiliation degree of each evaluation index and the corresponding index weights, the single-factor fuzzy matrix of the evaluation indexes can be obtained to realize the comprehensive evaluation of each level of indexes.

2) According to the obtained degree of affiliation of each level of evaluation indicators and combined with its evaluation indicator weights, a comprehensive evaluation of the integration level of multidisciplinary packaging design courses in colleges and universities can be realized. According to the evaluation matrix B of the first-level indicators can be expressed as follows: (18) $\begin{array}{l} B = W \circ R = [\begin{matrix} 0.3056 & 0.3427 & 0.1475 & \begin{matrix} 0.2042 & 0 \end{matrix} \end{matrix}] \circ \\ [\begin{matrix} 0.2141 & 0.3658 & 0.1063 & 0.0965 & 0.0147 \\ 0.1537 & 0.3329 & 0.1254 & 0.0821 & 0.0306 \\ 0.1472 & 0.2853 & 0.1076 & 0.0754 & 0.0224 \\ 0.1852 & 0.2574 & 0.1137 & 0.0806 & 0.0185 \end{matrix}] \\ = [\begin{matrix} 0.2140 & 0.4254 & 0.0668 & 0.0683 & 0 \end{matrix}] \end{array}$

3) Based on the rubric set V={V₁,V₂,V₃,V₄,V₅}={95,85,75,65,55} and combining it with S=B∘V, we can get the comprehensive score of the integration level of multidisciplinary packaging design courses in colleges and universities: (19) $S = B \circ V = [\begin{matrix} 0.2140 & 0.4254 & 0.0668 & 0.0683 & 0 \end{matrix}] \circ [\begin{matrix} 95 \\ 85 \\ 75 \\ 65 \\ 55 \end{matrix}] = 65.94$

According to the calculation results, it can be seen that the integration level of multidisciplinary packaging design courses in the universities in the research sample has a comprehensive score of 65.94, and its integration level is at the stage of barely integrated. Therefore, colleges and universities need to further optimize the diversity of teaching methods in teachers’ multidisciplinary packaging design courses, improve teachers’ teaching ability, enhance teachers’ multidisciplinary integration teaching attitudes through multidisciplinary teaching training, and enhance teachers’ professionalism. In this way, we can enhance students’ learning abilities in packaging design courses, improve their multidisciplinary learning gains, and maximize their interest in multidisciplinary packaging design courses.

4.3

Effectiveness of the implementation of multidisciplinary integration of teaching and learning

4.3.1

Effectiveness of teaching packaging design

The research topic of this paper is the impact of a multidisciplinary cross-fertilization packaging design course on students’ learning outcomes and attitudes towards the multidisciplinary cross-fertilization learning model.Further investigation and analysis of the teaching effectiveness of the packaging design course for 100 students was carried out through four dimensions: course objectives, teaching content, course implementation, and teaching evaluation.The results of the teaching effect of the multidisciplinary fusion packaging design course are displayed in Table 3.

Table 3.

Packaging design course teaching effect

Dimension	Index	Means	Std.	T	Sig.
Course objectives	Concreteness	3.514	1.015	1.325	0.001
Course objectives	Foundational	3.827	1.248	1.464	0.003
Teaching content	Mastery	3.884	0.562	1.362	0.002
Teaching content	Professional	3.862	1.104	1.876	0.004
Course implement	Suitability	4.283	1.107	2.399	0.007
Course implement	Diversity	4.105	1.136	1.613	0.008
Teaching evaluation	Objectivity	3.828	0.953	1.908	0.003
Teaching evaluation	Development	3.981	1.194	2.221	0.005

The mean values of specificity and fundamentality of the course objectives are both greater than 3.5, indicating that the objectives of the multidisciplinary integrated packaging design course are set reasonably, and the students are aware of the learning requirements set by the teacher. Among them, the mean value of specificity is relatively low, so in the subsequent teaching design and process should also pay attention to the cultivation of students’ understanding of the course objectives, and always pay attention to the grasp of teaching objectives in the process of teaching design. The mean values of mastery and vocational content are 3.884 and 3.862 respectively, reflecting that the multidisciplinary cross-fertilization packaging design course can satisfy the needs of students and can improve students’ mastery of multidisciplinary knowledge. Teachers’ use of multidisciplinary cross-fertilization teaching mode effectively enhances students’ participation in the classroom, and the mean value under the course teaching dimension is greater than 4.1. It indicates that students are able to actively participate in the multidisciplinary packaging design classroom, and that students believe that there is an experiential difference between traditional teaching and multidisciplinary fusion teaching. Under the idea of ADDIE, the students’ classroom engagement greatly improved.The course evaluation dimension has mean values that are above 3.8, indicating that the course evaluation settings are reasonable and that students are able to recognize the teacher’s evaluation methods.

4.3.2

Degree of achievement of course objectives

For the great extent of the teaching objectives of the multidisciplinary cross-fertilization packaging design course, this paper divides the teaching objectives of the packaging design course into three different stages, and studies the degree of achievement of the course objectives of 100 students majoring in the packaging design course at the end of the teaching. Figure 5 shows the students’ course goal attainment, where Figures (a), (b), and (c) show the goal attainment at different stages, respectively.

After the teaching of multidisciplinary cross-fertilization packaging design course, the students’ goal attainment of the packaging design course changes more obviously at different stages. In the first stage, the mean value of students’ goal attainment is 0.586, in the second stage, the mean value of students’ goal attainment is 0.672, and in the third stage (i.e., after the completion of multidisciplinary fusion teaching), the mean value of students’ goal attainment is increased to 0.739, with an overall increase of 26.11%. Multidisciplinary integration can effectively enhance students’ mastery of knowledge related to packaging design courses, and can also expand students’ multidisciplinary knowledge integration and promote the multidimensional development of students’ professional ability. Relying on the multidisciplinary cross-fertilization of packaging design courses can enhance students’ attainment of packaging design courses, and can also support the enhancement of the teaching quality of packaging design courses in colleges and universities.

5

Conclusion

In this paper, on the basis of analyzing the significance of multidisciplinary cross-fertilization on packaging design courses, the development process of multidisciplinary fusion packaging design courses is carried out by using the ADDIE model, and the evaluation index system of packaging design courses is established by combining the OBE concept. An analysis of the integration level of packaging design courses was conducted using the combination assignment method and fuzzy comprehensive evaluation model, and the implementation effect of multidisciplinary integration teaching was also investigated.

1) The evaluation system of multidisciplinary integration packaging design course has the highest weighting coefficient of 0.3427 for the level of teachers’ multidisciplinary integration teaching ability, and the lowest weighting coefficient is the attitude to teaching, with a weighting coefficient of 0.1475, which reflects that although the current college teachers have a high level of multidisciplinary integration teaching ability, the overall teaching quality of the teachers is low, which is unable to provide support for enhancing the teaching quality of the multidisciplinary integration packaging design courses in colleges and universities. The aim of the course is to aid in improving the teaching quality of the multidisciplinary fusion packaging design course. The comprehensive evaluation of the integration level of multidisciplinary integration packaging design course is 65.94 points, which is at the stage of barely integrated, which also reflects that there are drawbacks in the construction of multidisciplinary integration packaging design course in colleges and universities, and it is necessary to further optimize the design of teaching content and adopt diversified teaching methods in order to enhance the level of the construction of multidisciplinary integration packaging design course.

2) The teaching effect of multidisciplinary fusion packaging design mainly reflects the results of the four dimensions of course objectives, teaching content, course implementation and teaching evaluation, in which the mean values of mastery of teaching content and vocationality are 3.884 and 3.862 respectively, and the mean values of the course teaching dimensions are more than 4.1 points. It shows that teaching packaging design through multidisciplinary integration can enhance the teaching effectiveness of packaging design courses and improve students’ mastery of the course content.

3) After carrying out the teaching of packaging design course with multidisciplinary integration, the students’ achievement of course objectives under different stages increases linearly, from 0.586 in the first stage to 0.739 in the third stage, with an overall increase of 26.11%. The integration of the packaging design course with multiple disciplines is effective in promoting students’ multidisciplinary knowledge understanding and meeting their learning needs.

Sprache:: Englisch

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Fachgebiete der Zeitschrift:: Biologie, Biologie, andere, Mathematik, Angewandte Mathematik, Mathematik, Allgemeines, Physik, Physik, andere

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Discussion on the Construction of Packaging Design Curriculum under the Perspective of Multidisciplinary Integration

Kecheng Zhang

Online veröffentlicht: 17. März 2025

Eingereicht: 25. Okt. 2024

Akzeptiert: 17. Feb. 2025

DOI: https://doi.org/10.2478/amns-2025-0240

SchlüsselwörterMultidisciplinary integration, ADDIE model, Trapezoidal hierarchical analysis method, Modified entropy weight method, Fuzzy comprehensive evaluation, Packaging design course construction

© 2025 Kecheng Zhang, published by Sciendo

This work is licensed under the Creative Commons Attribution 4.0 International License.

Schlüsselwörter
Multidisciplinary integration, ADDIE model, Trapezoidal hierarchical analysis method, Modified entropy weight method, Fuzzy comprehensive evaluation, Packaging design course construction