在科技革命的浪潮下，扩展现实（XR）、虚幻引擎及实时渲染等前沿技术正深刻影响数字艺术数字动画的教育生态。本文以技术赋能、教育创新、文化传承与产教协同为核心维度，结合虚拟技术与佛山非遗数字化案例，系统分析广东东软学院数字艺术数字动画教育的范式重构与发展。构建“技术-人文-产业”数字动画协同的教育体系，以应对技术迭代与文化传承的双重挑战，推动数字艺术教育的可持续发展。
Under the wave of scientific and technological revolution, cutting-edge technologies such as extended reality (XR) , Unreal Engine and real-time rendering are profoundly affecting the educational ecology of digital art and digital animation . This paper takes technology empowerment, educational innovation, cultural heritage and industry-education collaboration as the core dimensions, combines virtual technology with the digitalization case of Foshan intangible cultural heritage, and systematically analyzes the paradigm reconstruction and development of digital art and digital animation education at Guangdong Neusoft University . Construct an educational system of "technology-humanities-industry" digital animation collaboration to meet the dual challenges of technological iteration and cultural inheritance, and promote the sustainable development of digital art education .

1. 引言
1. Introduction

新一轮科技革命以人工智能、虚拟现实、数字孪生等为代表，推动数字艺术数字动画成为教育创新的前沿。技术迭代不仅革新了创作工具，更重构了艺术教育的知识体系、教学模式与评价机制。本次研究的是广东东软学院数字艺术数字动画专业方向，在当前教育体系课程设置上，相对比仍沿用传统美术框架，三维动画设计教育的AI、VR等前沿技术课程占比不足；教学方法以教师示范为主，项目制教学和AI辅助设计等创新实践尚未普及；评价体系侧重技法考核，忽视技术参数、交互体验、审美表达等市场核心需求。随着VR/AR技术在影视、游戏等领域的广泛应用，行业急需具备数字动画建模、交互体验、多学科能力的复合型人才。例如研学考察的中央美院、广州美术学院等院校已开始探索"技术+艺术+人文"的跨学科培养模式，通过校企合作提升实践教学比重。未来教育将更强调全息教室、元宇宙资源等沉浸式学习体验，以适应数字创意产业作为国家战略新兴产业的发展需求。通过新技术打破虚实边界拓展艺术展示维度，提升创作效率与沉浸体验，技术与教育场景的深度融合，形成了“科技赋能-艺术创新-产业需求”的动态链条，如图1所示。
The new round of technological revolution is represented by artificial intelligence, virtual reality, digital twins, etc., which promotes digital art and digital animation to become the forefront of educational innovation. Technological iteration has not only revolutionized creative tools, but also reconstructed the knowledge system, teaching model and evaluation mechanism of art education . This study is about the digital art and digital animation major of Guangdong Neusoft University. In the current education system curriculum setting, compared with the traditional art framework, the proportion of cutting-edge technology courses such as AI and VR in 3D animation design education is insufficient; the teaching method is mainly based on teacher demonstration, and innovative practices such as project-based teaching and AI-assisted design have not yet been popularized; the evaluation system focuses on technical assessment and ignores the core market needs such as technical parameters, interactive experience , and aesthetic expression . With the widespread application of VR/AR technology in film, television, games and other fields, the industry is in urgent need of compound talents with digital animation modeling , interactive experience, and multidisciplinary capabilities. For example, the Central Academy of Fine Arts , Guangzhou Academy of Fine Arts and other institutions that have been studied and investigated have begun to explore the interdisciplinary training model of "technology + art + humanities" and increase the proportion of practical teaching through school-enterprise cooperation. Future education will place more emphasis on immersive learning experiences such as holographic classrooms and metaverse resources to meet the development needs of the digital creative industry as a national strategic emerging industry. New technologies are used to break the boundaries between the virtual and the real to expand the dimensions of artistic display, improve creative efficiency and immersive experience, and deeply integrate technology and educational scenarios to form a dynamic chain of "technological empowerment-artistic innovation-industry demand" , as shown in Figure 1 .

图1 研学考察XR产教融合
Figure 1 Research and study XR industry-education integration

二、技术革新与教育场景的深度融合-扩展现实（XR）重塑沉浸式教学
2. Deep integration of technological innovation and educational scenarios - Extended Reality (XR) reshapes immersive teaching

虚拟制作技术从1978年电子布景概念提出，到2019年LED显示屏使实时渲染合成虚拟制作成熟。XR是一个总括性术语，涵盖了所有沉浸式技术，包括AR、VR和MR。它代表着现实世界与数字世界融合的无限可能性，为用户提供身临其境的体验。XR技术优势在XR(扩展现实)环境中进行虚拟制作，适用于影视拍摄、XR舞台、游戏动画及交互体验等领域，XR技术通过虚实融合，为数字动画艺术教育提供“所见即所得”的创作环境。虚拟技术利用UE（Unreal Engine）等引擎搭建无限延展的展示空间，结合实时渲染与高精度数字动画建模，为数字艺术作品提供沉浸式平台。
Virtual production technology has evolved from the concept of electronic scenery in 1978 to the maturity of real-time rendering and synthetic virtual production with LED displays in 2019. XR is an umbrella term that covers all immersive technologies, including AR, VR, and MR. It represents the infinite possibilities of the integration of the real world and the digital world, providing users with an immersive experience. XR technology advantages Virtual production in an XR (extended reality) environment is suitable for film and television shooting, XR stage, game animation, and interactive experience. XR technology provides a "what you see is what you get" creative environment for digital animation art education through the integration of virtual and real . Virtual technology uses engines such as UE ( Unreal Engine ) to build an infinitely extended display space, combining real-time rendering with high-precision digital animation modeling to provide an immersive platform for digital art works.

在数字艺术创作教学中，学生可通过虚幻引擎快速搭建场景，实时预览材质与光影效果，减少传统渲染的等待时间。例如，在数字特效课程中，学生利用引擎的粒子系统与蓝图脚本，短时间内即可完成复杂特效模拟。虚幻引擎等工具的节点化、可视化编程功能使艺术专业学生也能参与技术工具开发，模糊了艺术家与工程师的角色边界，也催生出“技术艺术家”（Technical Artist)这一新型培养方向。如图表1。
In the teaching of digital art creation, students can use Unreal Engine to quickly build scenes, preview materials and light and shadow effects in real time, and reduce the waiting time of traditional rendering. For example, in the digital special effects course, students use the engine's particle system and blueprint scripts to complete complex special effects simulations in a short time. The node-based and visual programming functions of tools such as Unreal Engine enable art students to participate in the development of technical tools, blurring the role boundaries between artists and engineers, and giving rise to a new training direction of "Technical Artist". See Figure 1.

表1技术与教学应用
Table 1 Technology and teaching applications

之前研学考察的北京凌云光公司的虚实融合超高清制作系统在春晚舞台的成功应用，展示了其技术迁移至教育场景的潜力，以及应用与央美国际学院合作的作品创作课程，使用XR虚拟拍摄和实时动捕，通过LuStage光场重建系统、FZMotion运动捕捉系统、LuXR虚拟拍摄系统，进行虚实融合的影视创作。结合市场应用，在艺术专业方向教学过程中，课程组成员教师曾尝试Unity和UE进行教学延申，但在实际使用过程中，艺术方向学生可较好掌握UE的教学逻辑，Unity仍需要有理科思维才可以较为灵活实现，因此在教学与项目制课程中，实际考虑到专业学生实际操作情况数媒艺术学生较多使用的为UE。未来数字媒体专业在跨学科人才培养方面，可多考虑多元化的场景空间搭建与市场需求，进行设计与工科思维学生人数比例调整，课程可在不同应用场景可灵活进行引擎选择，表格2为国内目前主流引擎与适合场景。
The successful application of Beijing Lingyun Optical 's virtual-real fusion ultra-high-definition production system on the Spring Festival Gala stage, which was previously studied and investigated , demonstrated the potential of its technology migration to educational scenarios , as well as the application of the work creation course in cooperation with CAFA International Academy, using XR virtual shooting and real-time motion capture, through the LuStage light field reconstruction system, FZMotion motion capture system, and LuXR virtual shooting system, to create virtual-real fusion film and television. Combined with market applications, in the teaching process of art majors, the course group members and teachers have tried to extend teaching with Unity and UE, but in actual use, art students can better master the teaching logic of UE, and Unity still needs scientific thinking to be more flexible. Therefore, in teaching and project-based courses, the actual operation of professional students is actually considered. Digital media art students use UE more . In the future, in terms of interdisciplinary talent training, digital media majors can consider diversified scene space construction and market demand, adjust the proportion of design and engineering thinking students, and courses can flexibly select engines in different application scenarios. Table 2 shows the current mainstream engines and suitable scenarios in China.

表2主流引擎与适合场景
Table 2 Mainstream engines and suitable scenarios

文化遗产数字化与教育的深度融合
Deep integration of cultural heritage digitization and education

在文化表达上参考《黑神话：悟空》所带动的文化热点，也为佛山非遗数字化提供了文化传承与创新的双重范本。在佛山传统文化创新创作中，以佛山传统美术类非遗文化元素为研究对象进行实践探究，课程教学可通过数字动画扫描技术，传统工艺品的形制、纹样被转化为数字资产，学生可基于数字模型开展“再创作”。另外教学过程中可与企业进行课程联合，将实际学生交互作品更好应用到实际场景中去。例如非遗文化《大良鱼灯》作品，学生将鱼灯制作过程进行视觉转化，通过课程中学生将传统元素融入虚拟场景设计，实现文化遗产的“数字活化”。在未来教育场景中，构建XR“非遗数字博物馆”，形成跨地域的文化艺术教育资源池。如图2图3所示。
In terms of cultural expression, the cultural hotspot driven by "Black Myth: Wukong" is also used as a dual model for cultural inheritance and innovation for the digitalization of Foshan's intangible cultural heritage. In the innovative creation of Foshan's traditional culture, the intangible cultural heritage elements of Foshan's traditional fine arts are used as research objects for practical exploration. Course teaching can be transformed into digital assets through digital animation scanning technology, and the shapes and patterns of traditional handicrafts can be transformed into digital assets. Students can carry out "re-creation" based on digital models. In addition, during the teaching process, courses can be combined with enterprises to better apply actual student interactive works to actual scenes. For example, in the intangible cultural heritage work "Daliang Fish Lantern", students visually transformed the process of making fish lanterns. Through the course, students integrated traditional elements into virtual scene design to achieve the "digital activation" of cultural heritage. In the future education scene, an XR "intangible cultural heritage digital museum" will be constructed to form a cross-regional cultural and artistic education resource pool. As shown in Figure 2 and Figure 3.

图2《大良鱼灯》视频截图（视频部分：李雨涵）
Figure 2 Screenshot of the video "Daliang Fish Lantern" (Video part: Li Yuhan)

图3《大良鱼灯》虚拟交互场景观看制作工艺（交互部分：郭小诗）
Figure 3: Watching the production process of the virtual interactive scene of "Daliang Fish Lantern" (interactive part: Guo Xiaoshi)

四、产教协同：行业需求与教育内容的动态适配
4. Industry-Education Collaboration: Dynamic Adaptation of Industry Demand and Educational Content

将企业级项目流程拆解为教学模块，将虚拟制作融入课程中，使学生参观企业学习并参与了解真实项目的虚拟场景内容制作与搭建，掌握行业标准技术。此类产教协同模式使教学内容与行业需求同步迭代。基础课程覆盖建模、材质制作，进阶课程引入蓝图编程与实时渲染优化，高阶课程对接影视、游戏行业的技术标准，实现教育与产业的精准对接。
The enterprise-level project process is broken down into teaching modules, and virtual production is integrated into the curriculum, so that students can visit enterprises to learn and participate in the production and construction of virtual scene content of real projects , and master industry standard technologies. This kind of industry-education collaboration model allows the teaching content to be iterated synchronously with industry needs. Basic courses cover modeling and material production, and advanced courses introduce blueprint programming and real-time rendering optimization. Advanced courses connect to the technical standards of the film, television and game industries, realizing the precise connection between education and industry.

未来，数字艺术数字动画教育将向元宇宙教育生态演进。通过虚拟工作室支持多用户协同创作。学生可在课堂中参与非遗项目，实时协作完成文化遗产的数字动画数字化保护。通过边缘计算、云渲染等技术的普及将降低数字动画创作的技术门槛。轻量化工具使全民参与非遗数字化成为可能。同时作品可作为全球艺术作品展示与交易平台，通过区块链的数字身份系统上传作品，创作上传至云端资源库，形成“众创式”文化传承。
In the future, digital art and digital animation education will evolve towards the metaverse education ecosystem. Multi-user collaborative creation is supported through virtual studios. Students can participate in intangible cultural heritage projects in class and collaborate in real time to complete the digital animation protection of cultural heritage. The popularization of edge computing, cloud rendering and other technologies will lower the technical threshold for digital animation creation. Lightweight tools make it possible for all people to participate in the digitization of intangible cultural heritage. At the same time, the works can be used as a global art exhibition and trading platform, and the works can be uploaded through the blockchain's digital identity system , and the creations can be uploaded to the cloud resource library to form a "crowd-based" cultural inheritance.

未来教育体系应构建“文化传承人-设计师-工程师”协作课程，培养兼具技术能力与文化素养的复合型人才。
The future education system should construct a collaborative curriculum of "cultural inheritor-designer-engineer" to cultivate compound talents with both technical capabilities and cultural literacy.

图三 课程教育培养模式探究
Figure 3: Research on curriculum education and training model

4. 结论
4. Conclusion

在科技革命新形势下，数字艺术数字动画教育正经历从工具应用到生态重构的质变。通过XR技术构建沉浸式教学场景，虚拟场景教学拓展文化展示维度，虚幻引擎与实时渲染提升创作效能，产教协同推动技能适配，文化遗产数字化实现传统与现代的共生。未来，元宇宙化、技术轻量化、跨学科融合将成为核心趋势，需以“技术-人文-产业”数字动画协同为核心，构建动态教育生态系统，培养适应科技与文化双重需求的复合型人才。
Under the new situation of scientific and technological revolution, digital art and digital animation education is undergoing a qualitative change from tool application to ecological reconstruction. Through XR technology, immersive teaching scenes are constructed, virtual scene teaching expands the dimension of cultural display, Unreal Engine and real-time rendering improve creative efficiency, industry-education collaboration promotes skill adaptation, and cultural heritage digitization realizes the symbiosis of tradition and modernity. In the future, metaverse, lightweight technology, and interdisciplinary integration will become core trends. It is necessary to build a dynamic education ecosystem with "technology-humanities-industry" digital animation collaboration as the core, and cultivate compound talents who can adapt to the dual needs of science and technology and culture.

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