Study on the Performance of Students' Autonomous Learning from the Course Planning of Design Department

Through individual teacher action research methods, this study designs two courses for design rendering techniques and portfolio design, and conducts planning and operation of classroom management, teaching strategies and innovative design of teaching materials, and explores students' learning attitude, creative performance and willingness to learn independently. Performance. It is hoped that this will enhance students' psychological self-expectation and gain effective learning and ability development in design performance and willingness to learn independently. Through the teaching guidance, after-school tutoring and awakening students' self-learning and the various stages of the publication of the works, the students' achievement factors and feedback on autonomous learning are obtained. The study found that students will have significant growth in learning performance through guidance and after-school interaction during the course of the course, and thus the awakening of autonomous learning. Unconscious, there are great differences in learning and interaction performance. There are three reasons for this: 1. Insufficient basic ability and lack of self-confidence, learning disabilities, 2. Basic ability, but inertia, 3. Self-feeling and rejection growing up. In addition, students who develop self-learning, regardless of their ability to improve, also have a high degree of interaction, and have significantly grown in their performance and extracurricular knowledge. In this study, the teaching results obtained through the design rendering techniques and portfolio design of the two courses, in addition to improving students' independent learning, but also conducive to the training of students' design ability. The research results provided can also be provided to the planning application and academic research reference of other related design courses.