21st Century Packaging Engineering Education (II)

According to the foregoing analysis, in order to meet the needs of the 21st century, as an ideal education model, it is necessary to achieve the following three changes:
1. Expertise → Generalist (Target: Basic, Complex, Global, Divergent). Narrow counterpart professional education → wide-caliber adaptive professional education based on general education → innovative general purpose (grasping the overall situation) education.
2. Teaching → Education (Patterns: Comprehensiveness, Integration, Comprehensiveness, Coordination). Simply focus on knowledge transfer → the coordinated development of knowledge, ability and quality → collaborate to cultivate a new generation of people.
3. Teaching → Learning (Process: Personality, Looseness, Initiative, Creativity). A teacher-centered, one-sided teaching concept of knowledge → A student-centered, teacher-led learning concept, where teachers and students build knowledge structures, explore the truth, and allow students to critically consider all power structures, adopting “critical modes”, Give full play to the student's ability to use.
For China's current packaging engineering education model, it should be determined according to China's national conditions, it is impossible to achieve the above-mentioned ideal state. The initial assumption is whether a comprehensive "hierarchical model" can be implemented. That is to say, in the lower grades, students who still lack self-learning ability will be meticulously trained according to the “processing mode” and “process mode”. They will lay a good foundation, induce self-consciousness in learning, and gradually increase their learning ability and initiative. In the upper grades, the transition was based on the “critical mode” and faced student differences in their ability to teach students in accordance with their aptitude.
V. Framework In order to make students become highly qualified, high-adapted and creative senior packaging engineering talents who understand both packaging technology and decision-making, the basic framework of the course system of packaging engineering is necessary to break the traditional basic courses → technical basic courses→ The old system of "three floors" of professional courses. Can the basic framework of the new curriculum system be based on the three design lines and implement the concept of engineering design explained above from the beginning to the end, namely:
1. In the lower grades, we use the packaging and decoration design as the main line to organize teaching. Through the decoration design that is easy to stimulate interest, we focus on image thinking training. Courses include: graphic design modules (drawings, CAD, industrial design, packaging and decorating, art history, sketching, etc.), mathematical modules (calculus, engineering teaching, random teaching), political thinking modules, foreign languages, sports, etc.
2. In the middle school grade, the teaching of packaging structure is organized as the main line, with technical content as its main focus and logical thinking training. Courses include: packaging professional modules (packaging structure design, packaging materials, packaging technology, professional foreign languages), mechanical modules (mechanics, mechanical design and manufacturing base, packaging machinery), business management modules and so on.
3. The senior class organizes the teaching of the packaging system as the main line, focusing on the cultivation of innovative abilities and emphasizing the cultivation of comprehensive thinking. Courses include: Packaging System Modules (Packaging System Design, Transportation Packaging, Packaging Printing, Control and Inspection, Environmental Engineering), Biochemical Modules, Thermal Mass Transfer Modules, Electrical and Electronic Modules, and Software Engineering Modules.
6. The curriculum definition of the traditional curriculum is expressed as “a planned and planned teaching process for a certain discipline” or expanded to “under the guidance of a school teacher, the overall learning activities of the students, to diversify the content of school education and curriculum, and its connotations include :
1. Courses do not necessarily have to be organized according to a specific discipline or a specific level, but also have a comprehensive curriculum that is organized in an interdisciplinary and cross-professional approach. This is indispensable for solving modern and complex social and engineering problems and nurturing modern packaging engineers.
2. Courses are not necessarily "dominant" courses that appear on the timetables with "planned and purposeful" courses. Implicit educational content does not appear on the timetables and it is difficult for organizations with "purposeful and planned" implementation.
3. The curriculum is not necessarily confined to intra-school education. In the aforementioned three design practices, it should be consciously linked to the content of intra-school education and out-of-school education, give full play to the role of off-campus information resources, and implement theory and practice in enterprises. Combine. Students should be able to establish a concept of lifelong education and be able to seize and use various learning opportunities in their own lives to update, deepen, and further enrich the knowledge gained from the school in order to adapt to the rapidly changing society.
It is based on the above understanding that the front has proposed a series of curriculum modules that are integrated through “horizontal” and “vertical”.
The mathematics module must be changed to be mainly logical thinking training, become the ability to train students' specific application knowledge, take computational technology as the core, and give full play to the functions of mathematical software.
The physical and chemical contents are dispersed into the relevant modules as their basic content.
Packaging professional modules should reflect the characteristics of network economy and knowledge economy, and constantly explore new packaging systems under the new situation.
Experiments and engineering training are interspersed in three design practices and related courses. The laboratory must be open all day, with all the material conditions for students to complete innovative design. All course teaching should use multimedia teaching methods as much as possible to ensure that students can acquire various knowledge from the campus network with open, remote and virtual functions at any time.
Future-oriented packaging engineering education needs to be thoroughly and comprehensively discussed. It needs to be continuously improved from the practice of education. As Qu Yuan said: "The road is long and long-term, and I will look up and down."