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From the perspective of school teaching, under the guidance of the ideas and theories of modern design education, centering on the enhancement of regional culture research in art design teaching, this paper aims to carry out the study and practice of the regional culture in art design teaching in order to enrich the curriculum resources and develop diverse teaching modes. Combining the characteristics of art design disciplines with the target of talents cultivation by local colleges and universities, this paper tends to sum up the experience from the practical teaching and put forward a set of feasible modes and methods of enhancing the inheritance of regional culture resources in art design teaching through continuous exploration and practice. Keywords—art design; regional culture; inheritance; utilization In today's society, it has become an important trend to value national cultural inheritance in contemporary international education. In recent years, the relevant state departments have attached great importance to the protection and inheritance of regional culture, the works of which have been put on the agenda. Based on their own regional characteristics, the local colleges and Universities, taking the advantage of being in a favored geographical position, develop and utilize the regional culture as a kind of resource. It is not only conducive to open up the teaching characteristics of its own so as to gain the advantage of running the universities, but also plays a better role in talents cultivation, area construction and social services. I. PRINCIPLES USED FOR INHERITANCE A. The principle of uniqueness The curriculum resources are of various types and due to geographical differences, some resources are of local characteristics. The development and utilization of regional culture resources should be in line with such local situations as economic conditions and current education situation etc. Teachers should bring regional superiority into full play, strengthen the school and local characteristics, embody the effective combination with art design education, play up strengths and avoid weaknesses and highlight personality. B. The principle of diversity When utilizing regional culture as a core resource in the art design teaching, we must take into account both the commonality and difference of students, which requires us to use diversity strategy. Diversity strategy refers to the concept that types and the presentation modes of regional cultural resources are diverse when regional culture resources are utilized. In the art design teaching, we can use the diversity of local culture resources, together with the discipline characteristics and the dominance of major subjects. We could utilize both onand off-campus curriculum resources, material and conditional curriculum resources, pictures, texts, audio and video resources as well as material and activity resources etc. Diversification of types of art design curriculum resources and characteristics of the subjects determine the diversity of presentation modes. C. The principle of openness The principle of openness aims to change the traditional condition of regarding the teacher, classroom and teaching material as the center and achieve the realization of "studentcentered, activity-centered and life-centered" situation. 1) The openness of teaching content All available resources in the local culture, in principle, can be used as new teaching content. The vast resources of art design courses determine the openness of the teaching content of art design. We can not only use the architectural and painting art, but also the sculpture and industrial arts etc. 2) The openness of homework forms When we use the regional culture resources in art design teaching, we should get rid of the traditional forms of homework and eliminate the disadvantages of simple repetition. Instead of the traditional single form, teachers should turn to more popular forms of investigation, production, visiting, interviewing, paper-writing, small works making. Teachers should ask students to listen, communicate, think and explore thoroughly. Teachers should also integrate homework with the learning of art knowledge, development of art skills and the promotion of art accomplishment. D. The principle of situation Situational teaching refers to the teaching mode that teachers create a problem situation, organize the students to watch and review the simulation performance process which International Conference on Education, Language, Art and Intercultural Communication (ICELAIC 2014) © 2014. The authors Published by Atlantis Press 457 aims at resolving the problems so as to help students achieve a deeper understanding and the perfect mastery of course content. The principle of situation requires us not only to provide virtual but also the real teaching situation for students and it should provide the school context as well as the regional situation. 1) Using historical materials to construct the story situation Every piece of art work contains rich humanistic connotations. The precious works of art with a long history, in particular, have profound cultural background and vivid anecdotes. In the theory teaching of such basic courses of art design as Chinese and foreign art history, teachers should make full use of historical facts to construct story situations, making the learning of art history course more interesting and vivid so as to strengthen students' understanding and absorption of knowledge. 2) Constructing activity situation with the use of regional resources The local cultural resources include traditional buildings, parks and scenic spots, folk houses which can be used to serve the art design teaching. We can carry out research studies. II. THE TEACHING MODE OF UTILIZING REGIONAL CULTURAL RESOURCES IN ART DESIGN A. The penetrating model based on classroom teaching Teachers should apply local knowledge, culture and experience directly or indirectly to the various major teaching of art design. By means of local resources, teachers should integrate the related ideas, beliefs, and knowledge in subject teaching and education activities. Resources utilization shows dependency and subordination. The utilization of regional cultural art knowledge into the design teaching could enable students to study the design theory and at the same time it could improve aspects of their traditional knowledge, expressive ability, creation attitude, emotion expression and expression way, etc. The main form of art design teaching is based on classroom teaching and it should be the combination of art design curriculum and other resources. The integration of the regional cultural resources with art design teaching is based on the combination of general educational background and the whole subject. The regional cultural resources are allocated to each link of art design education in accordance with the characteristics and functions of their own, which embodies the relations between individual parts and the overall. The parts exist reasonably with life only in line with the overall. B. Seminar intervention model "Freshman Seminar" is in general the seminar course held in small classes by the famous university professors for freshmen. The main teaching mode is that the professor and the students in the group develop study modes on a subject together. Students conduct oral arguments and research training under the guidance of the professor. Freshman seminars aim to free the students from the passive receiver position, let students become discoverers and explorers of knowledge and enable students to make sure that the pursuit of knowledge, whether for their own sake or for the development of human civilization, is a valuable activity. Compared with the "Freshman Seminar", "Senior Seminar" is held for juniors and seniors, which is the innovative and researching course with "research" and "discussion" as the main teaching methods. It helps encourage students to combine learning and thinking, develop cognitive interaction, and improve their ability to find, analyze and solve problems. It deepens the cognition of the course subject and knowledge system, enhances their creative spirit, practical ability and comprehensive quality, which helps achieve the innovative training mode of talents. Seminar teaching mode makes the subject varied in form and rich in content, which further highlights the characteristics of subject, focus, system and target. Combined with the characteristics of various disciplines of art design, the seminar brings the profound resources of regional culture into art design teaching, enabling it to become a rich and colorful curriculum. On the one hand, teacher's guidance for students enables them to read and understand more of the local culture; on the other hand, it helps play the functional role of education, imparts knowledge and carries forward the local folk culture. C. Topic introduction model with project as the carrier The problem of how to link up local national folk culture with the modern art design courses is one teachers should pay more attention to; it is also a major issue in our local education reform. What needs to be emphasized is that valuing the local cultural tradition does not mean following the beaten track and excluding foreign culture, but to explore and search the combination of it with modern art design, making its features more obvious, so that it can gain a foothold in the world. Teachers could apply practical teaching methods as a means of responding to market demand. They could introduce the design task, transform knowledge elements of the curriculum principle, rules and methods for operational research, and integrate art design content into the local folk culture and the regional culture elements into the design of teaching so as to improve the teaching effect. In the project design, teachers should pay attention to the objectives, requirements, procedures, methods, s

Enhancing the Inheritance and Utilization of Regional Culture Resources in Art Design Teaching