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

  
17 mars 2025
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Figure 1.

The meaning of interdisciplinary intersection
The meaning of interdisciplinary intersection

Figure 2.

Packaging design course system construction connotation
Packaging design course system construction connotation

Figure 3.

ADDIE model framework
ADDIE model framework

Figure 4.

Design process of packaging design course
Design process of packaging design course

Figure 5.

Degree of achievement in Course objectives
Degree of achievement in Course objectives

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

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

Packaging design course teaching effect

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