Teaching Practice of Spatial Narrative in Environmental Art Design from an Interdisciplinary Perspective
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Abstract
Spatial narrative teaching in environmental art design is an important method for cultivating students’ comprehensive design ability. Conducting spatial narrative teaching from an interdisciplinary perspective is significant for improving interdisciplinary thinking, narrative expression, and teaching-model innovation. However, current teaching practice still faces problems such as weak spatial narrative awareness among students, fragmented teaching content, insufficient interdisciplinary integration, and limited diversity in practical methods, which restrict the improvement of teaching quality. This paper analyzes the significance and existing problems of spatial narrative teaching in environmental art design from an interdisciplinary perspective. It then proposes reform strategies from three aspects: strengthening narrative thinking cultivation, constructing an interdisciplinary teaching system, and promoting project-driven practical exploration. By introducing narratology, case analysis, cross-media thinking, curriculum integration, interdisciplinary teaching resources, and real-world project training, the study provides an operable teaching framework for enhancing students’ spatial storytelling, emotional expression, and integrated design competence.
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