Theoretical Framework and Practical Path of AI-Enabled Animation Teaching

Lina Hao

doi:10.54097/z3j9gh97

Authors

Lina Hao

DOI:

https://doi.org/10.54097/z3j9gh97

Keywords:

AI Empowerment, TPACK Theory, Animation Teaching, Practical Path

Abstract

Focusing on the teaching reform of animation majors in private colleges and universities in Liaoning Province, this study proposes a theoretical framework and practical path for AI-enabled animation teaching based on the TPACK theory. The research finds that animation majors in private colleges and universities in Liaoning Province have problems such as insufficient technical knowledge of teachers and disconnection between curriculum design and the industry. Based on this, a hierarchical improvement strategy for teachers' TPACK competence is put forward. Through practical training, teaching design workshops and school-enterprise cooperation, teachers' abilities of technical application and teaching innovation are enhanced; three major curriculum modules are constructed to improve students' AI technology application and practical abilities; and a diversified evaluation system is innovated to fully reflect the teaching effect. The purpose is to provide a practical plan for the teaching reform of animation majors in private colleges and universities, promote the high-quality development of the animation industry in Liaoning Province, and provide reference for colleges and universities in other regions.

Downloads

Download data is not yet available.

References

[1] Zhao, X. M., & Liu, F. (2020). Study on the connection between the curriculum system of animation major in private colleges and universities and industrial needs [J]. Art Science and Technology, 33(15), 15-17.

[2] Smith, J., & Johnson, L. (2022). AI Integration in Animation Education: A Case Study of American Art Schools [J]. Journal of Digital Art & Culture, 18(2), 45-62.

[3] Wang, W. J., & Li, M. (2018). Research on the development of teachers' information technology application ability from the perspective of TPACK [J]. China Educational Technology, (05), 110-116.

[4] Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge [J]. Teachers College Record, 108(6), 1017-1054.

[5] Chen, M., & Zhao, N. (2022). Construction and practice of project-based teaching model for animation major [J]. Art Education Research, (12), 168-170.

[6] Zhang, L., & Liu, C. Y. (2023). Research on the application of generative AI in art design teaching [J]. Zhuangshi (Decoration), (04), 142-144.

[7] Li, J., & Wang, Q. (2021). Application of AI-based learning situation analysis system in college teaching [J]. Modern Educational Technology, 31(08), 102-108.

[8] Liu, C., & Zhang, W. (2023). Paths for cultivating the practical ability of animation major teachers under the school-enterprise cooperation model [J]. Vocational Education Research, (03), 78-82.

[9] Wang, L., & Chen, X. (2021). Practical research on animation project teaching based on local cultural characteristics—Taking Liaoning intangible cultural heritage as an example [J]. Journal of Liaoning Educational Administration Institute, 38(02), 89-92.

[10] Zhou, L., & Wu, G. (2020). Research on the application of diversified evaluation system in animation major teaching [J]. China Higher Education, (19), 56-58.