Research on the Integration of Song Dynasty Wooden Architecture Techniques into Specialized-Innovation Fusion Curriculum: A Case Study of "3D Image Creative Design" Course Construction
Publicado en línea: 27 feb 2025
Recibido: 12 oct 2024
Aceptado: 10 ene 2025
DOI: https://doi.org/10.2478/amns-2025-0148
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© 2025 Liu Mingguo, published by Sciendo
This work is licensed under the Creative Commons Attribution 4.0 International License.
In modern educational systems, the synergistic development of academic disciplines and industry has become a crucial element in enhancing talent cultivation quality. This collaboration is particularly vital for professional courses that need to align closely with industry developments. The educational philosophy of school-enterprise collaboration, cultural education, and specialized-innovation fusion is of paramount importance. This paper examines the construction and development of the "3D Image Creative Design" course under this educational philosophy.
The "3D Image Creative Design" course is closely aligned with the requirements of 3D designer positions, adhering to the professional competency standards of the digital media industry while incorporating innovation and entrepreneurship skill development.[1,2]This course is conducted in collaboration with Shenzhen AR Bole Technology Co., Ltd., utilizing the development of the Song Dynasty architecture digital product "Pillar" as a teaching vehicle. The course adheres to the educational philosophy of "school-enterprise synergy, cultural education, and specialized-innovation fusion," following the commercial development process of cultural and creative products.[3] A three- stage progressive educational model combining "assignment-artwork-product" with "innovation-creativity-entrepreneurship" is adopted. The learning activities are implemented through a "2-6-2" approach, with a comprehensive evaluation system of "three-tier indicators, value-added empowerment, and six-dimensional assessment" to restructure the course's knowledge and practical modules.[4,5]
1) School-Enterprise Collaboration: This course closely collaborates with Shenzhen AR Bole Technology Co., Ltd. to jointly develop the "Pillar" product, which focuses on traditional cultural aesthetic education. The school leads entrepreneurship initiation, course execution, and product development, while the enterprise provides support in establishing assessment standards, product testing, and market promotion.
2) Cultural Education and Specialized-Innovation Fusion: The course deeply integrates the results of the Ministry of Education research project "Creative Development of Song Dynasty Wooden Architecture Techniques under AR Technology." The aim is to combine traditional cultural essence with cutting-edge digital technology, "revitalizing" traditional wooden architecture techniques to develop digital products for aesthetic education. The course not only imparts professional knowledge but also enhances students' innovation and entrepreneurship awareness and practical abilities, improving their market insight, product development capabilities, and business planning skills during project implementation.
3) Three-Stage Progressive Model:
4) "2-6-2" Learning Steps: Under the flipped classroom model, learning activities are arranged into three stages - pre-class, in-class, and post-class:
Pre-class 2 steps: Preparation of knowledge base through online course self-study and market research.
In-class 6 steps: Structure analysis, digital reproduction, creative exploration, model creation, AR interpretation, and result presentation.
Post-class 2 steps: Usability evaluation and work promotion, preparing for market entry.
5) "Three-tier Indicators, Value-added Empowerment, Six-dimensional Evaluation" Assessment System: The course employs various teaching methods including task-driven, group collaboration, online-offline flipped classroom, and virtual simulation teaching. During the teaching activities, six dimensions participate in the assessment and evaluation: platform system, teachers, enterprise mentors, primary and secondary school aesthetic education teachers, child user groups, and the general public, forming a comprehensive evaluation system.
Three-Stage Progressive Model
| Module | Content | Output | Cultivation |
|---|---|---|---|
| Basic Stage | Song Dynasty architectural features + Digital revitalization techniques | Assignment | Innovation awareness |
| Intermediate Stage | Song Dynasty architectural concepts + Child cognitive characteristics | Artwork | Creative thinking |
| Advanced Stage | Song Dynasty architectural product development + Marketing and promotion | Product | Entrepreneurial spirit |
Basic Ideas for Curriculum Development
The course extensively incorporates research findings from the Ministry of Education's project "Creative Development of Song Dynasty Wooden Architecture Techniques under AR Technology." This integration has accumulated rich resources for the in-depth development of Song Dynasty architectural cultural resources. Three-dimensional restorations of Foguang Temple, Nanshan Temple, Moni Hall, Jinci Holy Mother Hall, and Baoguo Temple Main Hall have been completed. Additionally, precise reconstructions of classic buildings from "Along the River During the Qingming Festival" and "Four Landscapes" have been accomplished, providing abundant experience for course product development.
A school-enterprise collaboration model is adopted, achieving an organic integration of education and industry. The school primarily assumes responsibility for initiating entrepreneurial thinking, executing course planning, and guiding product development. The partnering enterprise focuses on providing professional support in product qualification standards, testing, and market promotion.[6,7]Prior to this course's application, the school and enterprise had already developed several aesthetic education products, serving 5 primary and secondary schools in Shenzhen. This collaborative approach ensures a smooth transition of student works into products, enabling students to actively participate in cultural and creative product development and market promotion activities under professional guidance and support from the enterprise.
The teaching team possesses robust capabilities, with interdisciplinary professional backgrounds providing multi-faceted teaching support for this course. The team comprises seasoned teachers in the digital media field, core technical personnel from enterprises, primary school aesthetic education teachers, and innovation and entrepreneurship mentors. Their professional knowledge and practical experience ensure the scientific rigor and precision of teaching guidance and outcome evaluation in this course.[8,9]
The laboratory is equipped with cutting-edge facilities, including state-of-the-art augmented reality and virtual reality technologies, 3D printers, laser engraving machines, and various other high-tech equipment. This advanced setup ensures high-quality standards at every stage, from three-dimensional model creation to digital visualization product development. Furthermore, the school houses a collection of three-dimensional models of Song Dynasty architecture, including Chuzu Nunnery, Zhengding Moni Hall, and Jinci Holy Mother Hall, along with 20 intricate models of Song Dynasty wooden dougong (bracket sets). These valuable teaching resources provide a vivid learning environment for the course.
Students have completed courses in basic 3D modeling, 3D materials and lighting, and virtual reality technology. They have mastered core 3D design techniques, including modeling skills, material mapping, light and shadow rendering, and the construction and application of virtual reality environments. These students demonstrate proficient technical operational abilities and professional competence.
While students possess professional capabilities at the technical level, they exhibit deficiencies in comprehensively applying these technologies for product development and innovative practices. Students need to enhance their experience in combining 3D design technology with product innovation. Additionally, improvements are required in practical cognition from ideation to finished product, as well as in innovation and entrepreneurship-related knowledge such as market research, business model construction, product marketing, and risk management.
Students display a strong inclination towards practical application and willingness for social engagement. They exhibit a positive attitude towards transforming personal works into products that serve society. Their readiness to engage with communities and educational institutions to promote their aesthetic education products indicates that students not only pursue technical learning but also emphasize practical application and the realization of social value.
Based on this analysis of the learning situation, the course's teaching objectives and content have been formulated.
1) Understand traditional skill revitalization methods and their crucial role in modern aesthetic education.
2) Learn and master key techniques of traditional craftsmanship and architectural drawing.
3) Grasp 3D modeling technology and methods for reproducing traditional skills in VR/AR environments.
4) Familiarize with the development process and marketing strategies of cultural and creative aesthetic education products.
1) Utilize professional knowledge to accurately design and produce digitized 3D models.
2) Develop interactive physical toys and digital samples that meet user needs.
3) Effectively promote cultural and creative products centered on traditional skills using market strategies.
4) Optimize products based on user feedback to enhance market competitiveness.
1) Cultivate respect for and inheritance of traditional Chinese culture, promoting its core values.
2) Enhance innovative thinking and problem-solving abilities, especially in cultural and creative design and market domains.
3) Improve interdisciplinary cooperation and teamwork, enhancing project development effectiveness through knowledge integration.
4) Strengthen project management and marketing promotion skills, including mastering the preparation and management of crowdfunding campaigns.
Teaching Content
| Module | Content | Knowledge | Three-Stage Progression |
|---|---|---|---|
| Song Dynasty Architectural Style Characteristics and Cultural Value | Professional Knowledge | ||
| Commercial Model and Market Analysis of Cultural and Creative Products | Innovation and Entrepreneurship Knowledge | ||
| Mortise and Tenon Structural Features of Song Dynasty Architecture (2 class hours) | Professional Knowledge | ||
| Drawing Techniques for Song Dynasty Architecture (2 class hours) | Professional Knowledge | ||
| Three-dimensional Modeling Techniques (2 class hours) | Professional Knowledge | ||
| VR/AR Digital Restoration Techniques (4 class hours) | Professional Knowledge | ||
| Analysis of Aesthetic Education Products Based on Child Cognitive Characteristics (2 class hours) | Innovation and Entrepreneurship Knowledge | ||
| Dissemination Strategies of Song Dynasty Architectural Creation Philosophy (2 class hours) | Professional Knowledge | ||
| Design of Song Dynasty Architectural Building Block Toy Prototypes (4 class hours) | Innovation and Entrepreneurship Knowledge | ||
| Design of AR Digital Technology Interactive Prototypes (4 class hours) | Innovation and Entrepreneurship Knowledge | ||
| Planning and Implementation of Aesthetic Education Product Optimization Schemes (2 class hours) | Innovation and Entrepreneurship Knowledge | ||
| Professional Knowledge | |||
| Professional Knowledge | |||
| User Feedback Collection and Product Iterative Improvement (8 class hours) | Innovation and Entrepreneurship Knowledge | ||
| Formulation and Execution of Marketing Promotion | Innovation and Entrepreneurship Knowledge | ||
| Preparation and Management of Crowdfunding | Innovation and Entrepreneurship Knowledge |
The correspondence between teaching content and teaching objectives is illustrated in the figure:
The correspondence between teaching content and teaching objectives
Using the commercial practice module "Development of ‘Pillar' Mortise and Tenon Building Block Products" as an example, the "2-6-2" teaching model is explained, encompassing the complete project implementation process of two pre-class steps, six in-class steps, and two post-class steps.
Instructional Design
| Steps | Content | Format | Evaluation Subject | |
|---|---|---|---|---|
| Pre-class Exploration In-class Practice | Micro-lesson videos are utilized to explore the profound cultural heritage and unique artistic charm of ancient architecture. The process of employing digital technology to reconstruct ancient architectural structures is studied. | System self-assessment | System platform | |
| Group market research is conducted to understand children's structural cognitive characteristics, features of children's building block toys, and cost budgeting for toy production. Based on this research, students develop feasible project proposals. | Group discussion Research report | Lead instructor Enterprise mentor | ||
| Post-class Pre-class Exploration In-class Practice Post-class Pre-class Exploration In-class Practice | Students study the stylistic features and construction techniques of Song Dynasty architecture, analyzing the craftsmanship of classic mortise and tenon structures in depth. | Group sharing Instructor feedback | Lead instructor Group members | |
| Using 3D modeling software, students perform precise digital reconstructions of selected historical buildings. | Practical operation Instructor guidance | Lead instructor | ||
| Discussions are held on integrating modern design concepts with traditional elements, and utilizing new materials for model design. | Group discussion Instructor feedback | Lead instructor Group members | ||
| Innovative building block toys are designed using novel materials, catering to children's aesthetic needs while incorporating assembly and interactive features. | Group discussion Practical operation Enterprise feedback | Lead instructor Enterprise mentor Child users | ||
| Representative architectural components are selected to demonstrate seismic resistance principles through AR technology animations, showcasing the wisdom of ancient craftsmen. | Practical operation Instructor guidance | Lead instructor | ||
| Students present their prototype works through roadshows, receiving evaluations and feedback from enterprises, peers, and instructors. | Roadshow presentation Business plan | Lead instructor Enterprise mentor Primary school teachers | ||
| Post-class | Students engage with primary school children, inviting them to experience the enjoyment and interactivity of the building block toys firsthand. Feedback is collected for continuous product iteration and improvement. | Product testing | Child users | |
| Students promote their creative works both online and offline through community service activities, e-commerce platforms, and short video platforms, learning to transform innovative ideas into marketable products. | Video engagement data E-commerce sales data | General public |
A comprehensive evaluation system titled "Three-tier Indicators, Value-added Empowerment, Six-dimensional Evaluation" has been established for this course.Three-tier indicators are set based on job competency and innovation-entrepreneurship ability requirements, further divided into 9 observation points. Literacy objectives are integrated into these observation points for comprehensive assessment. [10] The three-tier indicators are weighted as follows: basic indicators 30%, intermediate indicators 40%, and advanced indicators 30%. An additional value-added evaluation of 20% is incorporated, serving as a supplementary assessment not included in the aforementioned percentages, to evaluate students' innovation and entrepreneurship potential. During the evaluation process, the platform system, professional instructors, enterprise mentors, primary school aesthetic education teachers, child users, and the general public conduct assessments from six dimensions.
Teaching Assessment Methods
| Indicators | Observation Points | Evaluation Content | Evaluators | Weight |
|---|---|---|---|---|
| Basic Indicators 30% | Architecture restoration drawing of Song Dynasty | Technical Accuracy and Detail Representation | Platform System, Instructors, and Enterprise Mentors | 10% |
| Three-dimensional modeling plan for Song Dynasty architecture | Innovation and Realism | Professional Instructors and Enterprise Mentors | 10% | |
| Analysis of aesthetic education products based on child cognitive characteristics | Depth of analysis, practicality | Primary school aesthetic education teachers | 10% | |
| Intermediate Indicators 40% | Design of Song Dynasty architectural building block toy prototypes | Creativity, interactivity | Professional instructors, primary school aesthetic education teachers, child users | 10% |
| Design of AR digital technology interactive prototypes | Technology application, user experience | Professional instructors, enterprise mentors, child users | 10% | |
| Paper model building block toys | Creativity, educational value | Primary school aesthetic education teachers, child users | 20% | |
| Advanced Indicators 30% | AR interactive product "Pillar" | Innovation, market potential | Professional instructors, enterprise mentors | 10% |
| User feedback collection and product iterative improvement | Feedback application efficiency, product improvement speed | Professional instructors, child users | 10% | |
| Commercial promotion | Promotional strategy innovation, execution | Professional instructors, enterprise mentors | 10% | |
| Value-added Evaluation 20% | E-commerce platform | Sales volume, customer satisfaction | Enterprise mentors, general public | 20% |
| Innovation and entrepreneurship competitions (Internet+ Competition, Challenge Cup, etc.) | Innovation, team performance | Industry experts, competition judges |
In conclusion, through the in-depth practice of this course, students have not only won awards in several major national competitions but also achieved significant success in product development and market promotion. The teaching outcomes of this course have been widely applied in 5 primary and secondary schools in the Shenzhen area, fully demonstrating the practicality and efficiency of the course design. These achievements not only signify the successful attainment of the course's teaching objectives but also showcase the effectiveness of the course in cultivating students' practical skills, innovative thinking, and team collaboration spirit. Through the promotion of this educational model, students are able to combine their acquired knowledge with practical problem-solving, laying a solid foundation for their future academic development and professional careers.
Liu Mingguo
Shenzhen Polytechnic University, Shenzhen, China
liumingguo@szpu.edu.cn
Project Number: 6023310023S
Research on the Digital "Revitalization" of Tang and Song Architectural Cultural Resources for Aesthetic Education of School-Age Children
Project Source: Shenzhen Polytechnic University