Research on the Teaching Mode to Stimulate Students' Creative Thinking in the Graphic Composition Course under the OBE Teaching Concept

Abstract

In today's rapidly developing era of globalization and information technology, the demand for high-quality innovative talents is increasing. Higher education is evolving to meet this need by updating teaching concepts and methods. Li Keqiang emphasized the importance of improving independent innovation ability and building an innovative country as core national strategies. Traditional teaching methods are inadequate for the increasingly specialized professional design field, necessitating urgent reform. Outcome-Based Education (OBE) focuses on a student-centered curriculum and reverse thinking approach, aiming to cultivate students' design creativity, image thinking, logical thinking, and creative working methods. The graphic composition course, rooted in the Bauhaus design system, serves as a foundational course for environmental art design majors. This paper examines the current state and issues in teaching graphic composition within this major, proposing reforms for future development. It emphasizes the overall course design with OBE concepts, practical teaching system construction, and the need to shift traditional teaching methods to foster individual student innovation. A survey of 181 first-year design students from Hebei Academy of Fine Arts highlights that innovation is an application of creative thinking, which can be guided through a conscious and clear process.

Keywords: OBE Teaching Philosophy, Graphic Composition Programme, Creativity, Innovative Thinking, Teaching Models

1.0 Introduction

With the rapid development of social economy and the diversified needs of culture and art, the cultivation of college students' artistic literacy and innovation ability has become more and more important in art and design education in colleges and universities. However, there are some problems and challenges at present, such as single classroom teaching mode, unreasonable evaluation system and lack of practical links. The traditional education mode, teaching content and teaching methods, innovation and scientific research mechanism constrain the cultivation of college students' practical ability and innovation ability . Cultivation of practical ability and innovation ability of college students under the quality education model. Laboratory Research and Exploration, (1), 88-89.). In the evolving pedagogy of education, Outcome-Based Education (OBE) has become a transformative approach that redefines how educational success is measured. The central premise of Outcome-Based Education (OBE) is that the primary focus of education should be on achieving specific outcomes in terms of student learning and development.

1.1 Research Background

According to the World Economic Forum’s 2023 Future of Jobs report, creative thinking is the second most important skill for workers in 2023, preceded only by analytical skills. Other top skills include soft skills like resilience, flexibility and agility, motivation and self-awareness, and curiosity and lifelong learning. In today's rapid development of globalisation and information technology, the social demand for high-quality innovative talents is becoming more and more significant. Innovation is an important driving force for social progress and economic development, and higher education, as an important part of cultivating students' innovation ability, must constantly carry out changes in teaching concepts and methods.

The traditional teaching mode can no longer meet the increasingly segmented professional design field, and the reform of teaching mode is urgent.

As Li Keqiang, member of the Standing Committee of the Political Bureau of the Central Committee of the Communist Party of China (CPC) and Vice-Premier of the State Council, pointed out at the National Science and Technology Award Conference, "Improving the ability of independent innovation and constructing an innovative country is the core of the national development strategy and the key to improving the comprehensive national power" (Li Keqiang, 2019).

Outcome-Based Education (OBE), as a modern educational philosophy, emphasises a student-centred and student-focused approach to the curriculum. The core of the OBE pedagogical philosophy lies in ensuring that students complete the course with the necessary knowledge and skills (Biggs & Tang, 2011). This outcome-oriented education model requires educators to define the learning outcomes at the beginning of the curriculum design, and to continuously adjust and optimise the teaching methods during the teaching process to ensure that all students are able to achieve the expected learning objectives.

The primary task of design education is to foster and liberate students' design creativity, helping them to develop a system of figurative thinking, logical thinking and creative working methods (García-Herrera et al., 2020).Design education is not only about imparting knowledge, but also about fostering creativity and practical skills that will enable students to innovate in their future careers. The graphic composition programme is one of the "three major compositions" developed from the basic courses in the Bauhaus modern design teaching system, and occupies an important position in design education (Wang, 2015). This instruction principle, combined with practical and theoretical aspects, is consistent with the OBE standpoint that Bauhaus upholds regarding the total design skill development of its students.

1.2 Problem statement

Currently, there are many problems with the teaching content and method of graphic composition in environmental art design, which makes it difficult for students to have more innovative thinking. With the progress of the times, there is no doubt that people are gradually aware of the strong relevance of the graphic composition course to other disciplines and that it should adhere to the integration of theories of various disciplines in its teaching. However, because traditional teaching emphasizes the teaching of theoretical knowledge and neglects the cultivation of students 'innovative thinking and practical skills, students clearly have no resistance when they encounter more complex design tasks and no innovative spirit. This method is missing a great deal of student motivation, and as a result, students are not completely involved in the actual design work. So in the current teaching reform, how to embed the OBE concept in graphic composition teaching to activate the students creative thinking has been a hot issue.

1.3 Research Questions

This research focuses on the following 3 questions.

Research question 1: The current situation and problems of teaching graphic composition courses in environmental design?

Research question 2: How to effectively integrate the OBE teaching concept in the graphic composition course?

Research question 3: What specific teaching methods and strategies can effectively stimulate students' innovative thinking?

These research questions aim to comprehensively understand the current teaching status of graphic composition courses, explore the effective application of OBE teaching concepts, and enhance students' innovative thinking and design ability through specific teaching strategies and methods.

1.4 Research Objectives

The main objectives of this study are:

Research Objective 1: Analyze the current teaching status and problems of the graphic composition course under the environmental art design major.

Research Objective 2: To put forward reform proposals for integrating OBE teaching concepts in the graphic composition course.

Research Objective 3: To explore the future development direction suitable for the teaching of basic courses under the environmental art design profession.

By achieving the above objectives, this study hopes to provide substantial suggestions and guidance for the teaching reform of environmental art design majors, and to improve the quality of the courses and the comprehensive ability of students.

1.5 Research Significance

The research aims to apply OBE teaching concepts to improve the modes of instruction in graphic composition courses, pursue students' imaginative thought, and develop their design and creativity. By exploring and using an education mode that works well in modern education, we can help students build a full design thinking system and enhance their hands-on skills. This is not only conducive to promoting better improvements in the teaching quality of the environmental art design profession, but it can also provide some useful reference role and reference value for the teaching of other design courses and promote the teaching reform of colleges and universities to a deeper level (Chen, 2020).

Firstly, the OBE teaching idea advocates student-centered teaching, and then the teachers should state the operation outcomes and the assessment types in detail (Spady, 1994), which means that every student should meet the expected goals.

This kind of outcome-driven education model can not only help teachers understand better students' demands for learning, choose a more intended teaching style, and also improve the effectiveness of the teaching. By applying the OBE teaching concept to the teaching of graphic composition courses, students can be more clearly oriented in learning objectives and assessment criteria, which can help students understand and master the contents of courses and improve their design literacy and creativity. Secondly, the reform of the teaching method of the graphic composition course is of pivotal importance to the entire system of design education as part of design education. The integration of the OBE teaching model into the graphic composition course can be a reference for other design disciplines and further promote the reform and development of the graphic teaching system (Boud & Feletti, 1997). At the same time, reforming the graphic composition course can also enable students to better adapt to the needs of future career application requirements and enhance their competitiveness in the design industry. In conclusion, the current study can provide highly insightful insights and practical implications that could be used by policymakers and practitioners to implement the concept of OBE in the teaching-learning process so as to enhance the quality of education-based learning and the full establishment of knowledge-based students.

That greatly contributes to the development of higher education. Questions of quality, quality concerns, and the development of more and better creative abilities have taken on additional dimensions as a result of educational reforms.

In summary, this study tries to use the concept of OBE teaching to penetrate the teaching of graphic composition and to practice teaching methods related to the requirements of modern education, to improve the innovations and creativity of students' ideas and design ancestors in the graduate stage, to offer effective enlightenment and advice on teaching reform in environmental art design majors, and to promote the in-depth development of higher education teaching reform.

2.0 Literature Review

Our conceptualization of creative thinking builds on these prior conceptualizations with an enhanced focus on the skills and processes that support learning as well as meas. Creative thinking and innovation skills are recognized as important skills for success in academia and the workforce . This value makes its teaching and measurement an important part of classroom instruction .Research has shown that creative thinking and innovative skills are not only effective for learning. Integration into classroom learning will help improve student achievement.

Creative Thinking and Innovation conceptualises creative thinking and innovation as a process and an outcome. Considering creative thinking and innovation as a process requires us to understand the skills that support the development of unconventional ideas, and thus to identify the skills that are lacking in students who are not adept at generating unconventional ideas. And as an outcome, our framework defines creative thinking and innovation as the skills and processes that generate unconventional, original, or innovative ideas.The CTI framework identifies four key skills that support the generation of unconventional, original, or innovative ideas: conventional thinking, diverse thinking, unconventional thinking, and the ability to evaluate and improve ideas.

Figure 1 - available via license Creative Commons Attribution 4.0 International

Creative Thinking and Innovation Framework Skills and Definitions.

Originally developed in the 1960s, Outcome-Based Education (OBE) is an educational philosophy that emphasizes learning outcomes. At its heart, the OBE philosophy asserts the need to define learning outcomes and assist students in achieving them by designing teaching and learning activities and assessment methods (Spady, 1994). This student-centered approach (Biggs & Tang, 2011) of the OBE teaching philosophy requires accommodating individual differences and learning needs of students in the learning process and helping students develop holistically through the flexibility of teaching and assessment actions. The OBE philosophy is that it brings a student-centered concept, focuses on the individual differences and learning needs of students in the learning process, and fosters holistic development of students through flexible teaching and assessment systems (Biggs & Tang, 2011).

The OBE teaching concept has been gradually applied globally and has demonstrated its advantages in various educational stages and disciplines. Especially in the field of higher education, the application of the OBE concept helps to improve the quality of teaching and promotes the cultivation of students' practical and innovative abilities (Harden, 2007).

Design education is not only about imparting knowledge, but also about developing students' creativity and practical skills so that they can continue to innovate in their future careers (Cross, 2011). Amabile (1996) points out that creativity and innovation are fostered through specific educational environments and pedagogical methods, in which teachers play a key role.In design education, innovative thinking is often developed through methods such as project-based learning, problem-based learning and reflective learning. These pedagogical approaches encourage students to apply what they have learnt in real-life design projects, developing their problem-solving skills and innovative thinking (Thomas, 2000; Moon, 2004).

The graphic composition course originated from the Bauhaus modern design teaching system, which is one of the "three major compositions". The course focuses on cultivating students' basic design skills, and through the combination of practical and theoretical teaching methods, it helps students establish a solid design foundation (Wang, 2015). However, the current plane composition course has many problems in teaching content and methods, which is difficult to effectively stimulate students' innovative thinking (Zhou, 2018).The teaching status quo of the graphic composition course is mainly manifested in the fact that it pays too much attention to the transmission of theoretical knowledge and neglects the cultivation of students' practical ability and creativity. The traditional teaching method is teacher-centred, which restricts the development of students' initiative and innovative thinking. This teaching mode is difficult to adapt to the needs of modern design education and requires systematic reform (Chen, 2020).

The application of OBE teaching concepts in design education has gradually gained attention.Boud and Feletti (1997) pointed out that OBE teaching concepts improve students' learning effectiveness and creativity through clear learning objectives and assessment criteria.

Applying the OBE teaching concept in graphic composition courses can help students better understand and master the course content and improve their design ability and creativity through clear definitions of learning outcomes and assessment methods.

Specifically, the application of OBE teaching concept in design education is mainly reflected in the following aspects:

Clear learning outcomes: By setting specific learning objectives, students can clearly understand the knowledge and skills they need to master (Biggs & Tang, 2011).

Flexible teaching methods: Adopting a variety of teaching methods, such as project-based learning and problem-oriented learning, to promote students' active learning and the development of innovative thinking (Thomas, 2000).

Continuous assessment and feedback: Through continuous assessment and feedback, students are helped to understand their own learning progress and make continuous improvement based on the feedback (Hattie, 2009).

In specific teaching practice, the implementation of OBE teaching concept needs to combine a variety of teaching methods and strategies. For example, Project-Based Learning (PBL) is an effective method to help students apply theoretical knowledge to practice and stimulate their innovative thinking through the design and implementation of real projects (Thomas, 2000). In addition, Reflective Learning is an important teaching strategy that promotes the development of deep learning and creativity by guiding students to reflect on the learning process and outcomes (Moon, 2004).Students' feedback is an important basis for assessing teaching effectiveness and improving course design. Through the method of questionnaire survey, teachers can understand the students' acceptance and feedback on the graphic composition course under the OBE teaching concept, and continuously adjust and optimise the teaching methods according to the feedback to improve the quality of the course (Hattie, 2009).

3.0 Methodology

This study employs a descriptive design that, through a comprehensive review of a specific group, institution or phenomenon, aims to identify and analyze the factors and their interrelationships that influence the behavior or phenomenon under study. The main purpose of a descriptive design is to describe in detail, explain or validate hypotheses or objectives related to a specific population.

3.1 Research design

The study adopted a descriptive methodology using a questionnaire to collect, identify, assess, quantify, describe and analyze data on factors related to students' innovative thinking. The questionnaire was finely designed to collect a wide range of data related to teaching methods, teachers' teaching process, and outcome-oriented education. To ensure the representativeness of the sample, students with a background in statistics from the Hebei Academy of Fine Arts in China were selected as respondents to gain a broader perspective. The questionnaire was distributed and data collected at Hebei Academy of Fine Arts through the Questionnaire Star platform. The questionnaire was based on a five-point scale ranging from 1 "strongly disagree" to 5 "strongly agree". The questionnaire was divided into two parts: the first part collected general demographic information (e.g., major, grade level) of the respondents; the second part focused on the factors affecting students' creative thinking ability, which involved three variables, namely, teaching methods, teachers' teaching-learning process, and outcome-oriented education..

3.1.1 Data collection method

The aim of this study is to explore the creative thinking ability of college students in Hebei Academy of Fine Arts. In order to achieve this goal, we used an online survey to collect data.

Specifically, we distributed questionnaires through the platform "Questionnaire Star" to collect data from first-year students majoring in environmental design at Hebei Academy of Fine Arts. We chose a self-administered questionnaire because this method is not only efficient and inexpensive, but also can cover a wider range of people. The questionnaire will be shared and forwarded through WeChat friend circles, WeChat groups and QQ groups to ensure that the feedback from students is collected to the greatest extent possible.

3.1.2 Sample Group

This research was conducted for Hebei Academy of Fine Arts, randomly selecting a total of 186 students who have had graphic composition learning experience in different majors of the Design College of Hebei Academy of Fine Arts. This survey successfully collected 181 students, accounting for 97.31% of the total number of students.

3.1.3 Purpose of data collection

The purpose of this research is to collect students' feedback on various aspects of the Graphic Composition course in the form of questionnaires, including learning satisfaction, participation in course activities, evaluation of teaching methods, and development of innovative thinking, in order to provide data support for further improvement of the course.

3.1 .4 Results of data collection

A total of 181 valid questionnaires were collected in this research, involving students of different grades and majors. The results show that students' overall satisfaction with the graphic composition course is high, but there is still room for improvement. In terms of course activities, students generally showed a desire for independent creation and exploration, but there were relatively few opportunities for practice.

In terms of teaching methods, students found discussions, project work, and group collaboration effective in stimulating creative thinking, but would like to see more hands-on activities and resources added. In addition, interdisciplinary collaboration was generally recognized as having a significant impact on the development of creative thinking.

3.2 Detailed analysis

3.2.1 Characteristics of the student population

Tabel 3.2.1 Geographic statistical analysis

The students who participated in the research covered a wide range of year levels and professional backgrounds, with a larger proportion of students majoring in industrial design and environmental art and design. This diversity helped us to gain a more comprehensive understanding of different students' perceptions and needs for the programme.

3.2.2 Course Satisfaction and Activity Participation

Tabel 3.2.2 Analysis of satisfaction and activity participation

The majority of students were moderately satisfied with the graphic composition course, but some still expressed dissatisfaction. In terms of course activities, students generally expressed a desire for more opportunities to create and explore independently, but in reality there are not many such opportunities.

In addition, student participation in collaborative projects was high, but there is still room for improvement.

3.2.3 Evaluation of teaching methods and resources

Tabel 3.2.3 Evaluation and analysis of teaching methods and resources

Students were more favourably disposed towards teaching methods such as discussion, project work and group work, which were considered effective in stimulating creative thinking. However, students generally felt that programme resources were not sufficiently rich and would like to see more resources provided to support their creative activities.

3.2.4 Development of innovative thinking

Tabel 3.2.4 Analysis of students' positive survey

on the development of creative thinking

The findings show that interdisciplinary collaboration has a significant impact on the development of students' creative thinking. Most of the students believed that interdisciplinary collaboration could significantly contribute to the development of their innovative thinking. In addition, students showed a strong willingness to innovate by tending to try new approaches or combine multiple approaches when solving design problems.

3.2.5 Different modes

Tabel 3.2.5 (1)Recognition of different modes of teaching

As can be seen from the data table, there are some differences in the students' feelings about the guidance of different modes of thinking in the course. In the case of traditional thinking modes, 39.78 per cent of the students agreed and 34.25% strongly agreed; in the case of multifaceted thinking modes, 33.7% of the students agreed and 40.88% strongly agreed; in the case of nontraditional thinking modes, 30.39% of the students agreed and 40.33 per cent strongly agreed; and in the case of assessment 35.36% of students agreed and 38.67% strongly agreed. Taken together, the students felt more positively about the guidance of multiple thinking modes and non-traditional thinking modes, and more positively about the guidance of traditional thinking modes, but the guidance in the area of assessment was relatively low.

Tabel 3.2.5 (2) Recognition of different modes of teaching

According to the data table, most participants felt that the graphic composition course played a positive role in encouraging non-traditional thinking. Specifically,43.09%chose "Very much" and 41.44% chose "Quite a lot", with a total of more than 84% believing that the course played a big or quite a big role in encouraging non-traditional thinking. In contrast, only 6.63% chose "Not at all", indicating that only a small percentage of people felt that the course did not encourage non-traditional thinking.

4.0 Findings

This study revealed the potential and shortcomings of the graphic composition course in promoting the development of students' creative thinking. Students had an overall positive course experience but wanted more opportunities to exercise independent judgment and explore. Students believed some teaching methods were conducive to creativity, but the extent of their creative tasks was restricted due to a lack of resources. In almost every framework, they said that cross-disciplinary collaboration played an important role in fostering creativity.

Some of the recommendations were suggested on the basis of the outcome with regards to the enhancement of the course of study of the graphic composition program to stir the creative breed among the students:

4.1 Increase practical opportunities: Offer more possibilities for students to create and research autonomously, such as organizing more practice projects and sponsoring the students to take part in interdisciplinary competitions.

4.2 Enrich teaching resources: Spend more on resources for teaching, such as professional books, software tools, or online courses, to help students develop their academic creativity.

4.3 Strengthen interdisciplinary collaboration: Support research on cross-discipline collaboration and promote interprofessional student exchanges and cooperation to broaden minds and foster creativity.

4.4 Improve the evaluation system: Enlisting a more effective and complete assessment mechanism that values the creative process and product of the student, in turn, encourages an individualistic move for students to learn and innovate.

5.0 Conclusions

This paper studies and questions the ways to trigger the innovative thinking of students in the vocational graphic composition course from the perspective of using the OBE (outcome-based education) teaching concept to integrate and implement. According to the survey results, the current graphic design conference's teaching level of its contents and forms is clearly not enough, resulting in students' innovation ability and practical ability to develop inadequately. We concluded that the OBE teaching concept was student-centric and that clear definitions of learning outcomes and testing methods guaranteed that any student who met the expected learning goals. With this educational model, teachers can better understand students' learning needs and customize their teaching methods accordingly to improve teaching efficacy as well.

In the course of graphic composition, various teaching methods, such as project-based learning (PBL) and problem-based learning (PBL), are applied in combination to help students realize and promote active learning and innovative thinking development. It is possible because students, through the assessment-by-project approach, put their theoretical knowledge into practice and gain problem-solving and innovative thinking skills.

Besides that, interdisciplinary collaboration becomes such a big deal in boosting students' creative thinking.

Interdisciplinary collaborative projects are done that allow students to expand their horizons, cultivate innovative thought, and promote their comprehensive design abilities. Through continuous assessment and feedback, students are helped to understand their learning progress and make continuous improvements based on the feedback. This not only helps to improve students' learning outcomes, but also stimulates their motivation and creativity. Students generally agreed that there should be more hands-on activities, more resources and more interdisciplinary collaboration, and these suggestions can be seen as important references for future improvements to the curriculum. In the future, we will continue to pay attention to the development of the Graphic Composition programme, collect students' feedback regularly, and continuously improve the programme system and teaching methods. At the same time, we will actively explore more innovative teaching strategies, such as the introduction of advanced concepts like design thinking and creator education, in order to better cultivate students' innovative thinking and practical skills.

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