Design Education In China Research Articles

Art and Design Education and Factors of Technological Revolution

This study aims to explore the current development status of art and design education in China and the practice of technological revolution, and analyze the relationship between them. Understand the general profile of the respondents by investigating their gender, age, teaching years and other basic information. At the same time, the opinions of educators and students on the implementation level of art and design education are collected, including adhering to history and tradition, international influence, technological progress and innovation, education and research, market development and application, etc. By analyzing the impact of demographic variables on the level of educational development, we explore whether there are significant differences and verify them with statistical methods. In addition, investigate the extent to which technological revolutionary practices are implemented in art and design education, including technology integration and application, teaching methods and curriculum design, teacher team and professional development, student participation and feedback, etc. By analyzing the impact of demographic variables on the practice of technological revolution, we explore whether there are significant differences and conduct statistical analysis. Finally, combined with the survey results, the relationship between the implementation level of art design education and technological revolution practice is explored, and improvement suggestions and strategies are put forward to promote the progress and development of art design education and technological revolution practice. This research is of great significance for understanding the current situation and future development trends of art and design education in China, as well as for promoting educational reform and improving education quality.

Editorial II. Design education in China

China’s design education stems from education in craft and fine art. The beginning of China’s design education can be associated with artist Li Ruiqing, who was a scholar of the Imperial Academy. During the late Qing Dynasty, in 1906, he established the subject of ‘Crafts and Pictures’ at the Nanjing Educator School, which is now Southeast University. During the next 100 years, China’s design education passed through four stages: a focus on patterns and crafts, crafts and ornament, ornament and design, and creative design. The Japanese model of design, which is reflected in the first three stages and can be traced back to the Bauhaus design education system, had as its purpose ‘to educate the Craftsman-Artist’ (Chapkova & Zhang, 2019; Bredendieck, 1962, p. 15). Therefore, art and ornament have long been considered important parts of design, and the history of China’s design education represents the development history of fine art institutes to a certain degree (Wu, 2001).

THINKING ON CHINESE CONTEMPORARY DESIGN EDUCATION--TAKING BAUHAUS AND ULM DESIGN EDUCATION AS EXAMPLES

Designers require not just theoretical knowledge, but the practical skill to apply it. Consequently, the Bauhaus "twin-track approach" has been implemented in design education in China. Positive results have been obtained from the combination of theoretical education and practical experience. Design research in China primarily centred on the Bauhaus modular design in the 1980s. However, the advancement of society has posed various challenges to the Bauhaus and Ulm School of Design theories. Therefore, this paper analyses the design education concepts and modes utilised by Bauhaus and Ulm, to reflect on current design education in China and its obstacles.

Drug design education in China.

With the emergence of innovative technologies, including combinatorial chemistry, high-throughput screening, computer-aided drug design (CADD), artificial intelligence (AI) and big data, the importance of drug design in the field of drug discovery and development is increasing. Additionally, education in drug design plays an important role in the training of pharmaceutical talent. Starting with undergraduates, cultivating pharmaceutical design thinking, developing innovation and creativity, and establishing an interdisciplinary knowledge system will not only provide students with a solid knowledge basis but also promote the development of the pharmaceutical industry in China. This article presents the current status of pharmaceutical education and the distribution of drug design courses in China and summarizes the employment prospects of graduates, thus providing valuable references and evidence for global pharmaceutical design education.

DESIS in China：An Interview on Design Education and Social Innovation Design

DESIS is a leading advocate and organization for social innovation and sustainable design, actively promoting international exchange and communication in design education for over a decade. Since its establishment in 2009, DESIS-China has had a significant impact on the field of social innovation design and design education in China. The Journal of Design Service and Social Innovation invited Associate Professor Miaosen Gong from the School of Design at Jiangnan University for a special interview. The interview covered various topics including the establishment, development, and organizational structure of DESIS, the remarkable achievements of DESIS-China in the field of social innovation, the differences in social innovation between Eastern and Western contexts, the influence of DESIS on design education in China, and the prospects for the future development of DESIS. In this study, based on research and analysis from different perspectives, a relatively comprehensive understanding of DESIS is formed, highlighting the practical effectiveness of DESIS-China in the Chinese design education community while promoting the global dissemination and exchange of Chinese social innovation concepts.

Analysis on the Influence of Urban and Rural Economic Differentiation on the Development of Art Design Teaching

Art design education in China has nearly 30 years of development history. Due to China’s vast territory, a large population, regional economic development, and social resources are extremely unbalanced, resulting in the uneven development of art design education in various regions. Art design is not only a practical and artistic comprehensive discipline, it also spans more majors. It contains almost all aspects of urban and rural construction, beautification, so its scientific and effective design scheme indirectly affects the future development process of urban and rural economy. First, this paper analyzes the impact of urban and rural economic development on art design teaching. The research results show that it has a great influence and a wide range of influence on art design teaching, including enhancing the naturalness of art discipline, promoting the creativity of art design discipline, and promoting the historicity of art discipline. Second, this paper also analyzes the role of art design in promoting regional economic development. For example, we should make full use of regional cultural differences, expand regional historical elements, pay attention to art design talents, and ensure the supply of funds.

Innovation of Art Design Education in the New Era

Art design is a major driver of the development of culture and art, modern science and technology, and social economy. As a result, art design education has been greatly valued and attached great importance. However, art design education in China falls behind the development of social economy and art design. To solve the problem, this paper attempts to innovate art design education in China in the new era. Firstly, the authors investigated the current situation of art design education in China, and discovered a few problems: the chaotic teaching mode, the unreasonable curriculum setting, the mismatch between graduate capabilities and social requirements, and the undiversified teaching evaluation method. In response to these problems, art design education was renovated from the aspects of curriculum system setting, teaching mode, and teaching evaluation. On this basis, the authors proposed to set the curriculum system based on professional ability, and designed a topic-based and workplace-oriented teaching mode with art design studio as the platform. Finally, the innovation methods for teaching evaluation were discussed in terms of evaluation subject, evaluation standard, and evaluation method. The research findings provide a theoretical and practical reference for the innovation of art design education.

“3 M” Performability Creative Practical Platform Application Research

The teaching effectiveness of China’s university design theory course has not undergone any major reforms in recent years to keep pace with new technology, modern teaching methodologies or student expectations. This is mainly due to the traditional approach of emphasizing practice rather than design theory and is inherent in design education in China, a view supported by design major students. The key to solve this problem is to effectively match and link the design theory course with universal practice in the world today. Therefore, endogenous, autonomous, targeted and unique design theory course practice resources and platforms are extremely important. This paper empirically takes the design theory course of “Advertising Copywriting” as the case study and introduces Micro-lecture. This is advocated by China’s Ministry of Education to achieve accurate imparting of core knowledge points of the design theoretical contents. At the same time, it combines five new stratified progressive multiple teaching approaches namely: meta-cognitive, self-inspiration, research-discussion, flipped classroom and scholarly exploration to effectively improve the course teaching form and enrich classroom activities. In addition, this paper recommends the implementation of the “Maker” practice including real time projects as well as training Maker ideology. “3M Model: Multiple innovative pedagogies, Micro-lecture and Maker practice” performability creative practical platform application is aimed to fundamentally improve teaching quality management performability and change the less effective present teaching situation of the design theory course with a comprehensive reform of the situational, pluralistic and practical course teaching content, form and structure. It provides a reference for the comprehensive promotion of teaching reform with a detailed case analysis and demonstration.

THOUGHTS ON DESIGN EDUCATION IN CHINA: FROM CLASSROOM TO WORKSHOP

Li Dihua from Peking University, Jason Ho, Founder of the Mapping Workshop, Liu Yulai from Tongji University, and Wang Yuan from Huazhong University of Science and Technology were guest instructors at the 2018 Mapping & Making Summer Workshop of National College Student Campus Building Alliance. They each work on bringing new ideas to traditional design education. In this interview they shared their opinions on current design education and teaching in China. They believe that design education in China is currently at a point of crisis where both instructors and students need to be aware of the urgency to change. However, little attention has been given to the improvement of design education, nor has a discourse to explore a future direction been built. The interviewees approached the workshop as an opportunity for students and educators to see new possibilities in design education. Meanwhile, they hope to develop students’ curiosity and confidence in observation, exploration, independent thinking, and evidential design.

The Contemporary Value of Liberal Education Though in Design Education

The long-term lack of education already thinking of design education in China is an indisputable fact, proposed by the Ministry of education to promote the connotative development of higher education is the reform of design education opportunity, if we can introduce the concept of liberal education, the non-utilitarian mind Wei and focus on training for design education will bring new look specific embodied in: resolve the contradiction between the idea of the University and the social reality; moral quality crisis and save design education; enhance cultural self-confidence, promote the cultural heritage of the three aspects of design.

Comparison Research on the Vocational Education for Art Design Major between China and Germany

In this paper, we conduct comparison research on the vocational education for art design major between China and Germany. Strengthen the practical link in art design education of higher education. In the Germany, the government of practice education investment is very big, in order to arouse the enthusiasm of the enterprise training students vocational technology, national vocational education funds to certain benefits to the enterprise, or forget the hired interns in part of the tax, it creates a good internship opportunities for interns. Under this condition, this paper compares the features of the art design education in China and Germany and proposes the comprehensive novel perspective of the education paradigm that will be beneficial. We analyze the challenges from the systematic level and propose the new idea that will be meaningful.

Students’ Perceptions of Humor and Creativity in Project-Organized Groups (pogs) in Engineering Design Education in China

This study explores engineering design students’ perceptions of humor in the experiences of creativity development in Project-Organized Groups (pogs). This study links theories including humor, learning, creativity, and engineering design in one framework. Empirically, this study carried out interviews with a total of 13 students in engineering design education at Northeastern University (neu) in China. We found that students think all humorous people are creative, and they welcome humor in project groups; they also regard humor as not only a personality or communication tool, but also the outcome of applying creative ideas in design practice. The students additionally think that humor is mainly used to keep individuals’ harmonious relationship with the group and that humor is the immediate ability to create using language in ongoing communication contexts. These findings are helpful to unpack the black box of humor from a learner’s perspective and contribute to future joint efforts of studies on humor and creativity in engineering design education.

Diversity of Design Education in China

AbstractDesign education is fundamental not only for the socio-economic and cultural development, but also for the enhancement of creativity in the country. With its particular philosophy and function, design education in China has been influenced by China’s society and culture. An in-depth study of design education, under the context of “globalization” and of the diversity of design education in China will help us to more accurately anticipate its future development. Taking as a case in point the practise of Shandong University of Art and Design, this article aims to trace the historical interaction between education and economic development for the purpose of illustrating an educational vision, that seeks to connect faculty set up with industry development and professional training with market needs.

Diversity of Design Education in China

Diversity of Design Education in China

Curriculum Contents of Higher Design Education in China

Curriculum Contents of Higher Design Education in China

Human-centered Design: Changing Perspectives on Design Education in the East and West

Introduction Design education is evolving rapidly in the People's Republic of China. In the era of the planned economy,from 1949 to the early 1980s, there were few design schools, and those schools that did exist based their programs firmly on the tradition of China. As new ideas about the market economy emerged in the 1980s, new ideas about modern design also entered the country. This thinking is documented in an article by Zhou Zhi Wang, Chinese Modern Design: A Retrospective, published in Design Issues in the late 1980s (Vol. VI, No. 1). One of thefounders of China's modern design education movement-and one of the most respected design scholars in China-Wang explains the shiftfrom arts-and-crafts toward 'form andfunction, a classic theme of twentieth-century design in the West. The uneasy relationship of traditional and modern approaches to design education in China continues to the present, butfrom the mid1990s to 2003 the number of design schools in China increased rapidly to approximately 450. As the manufacturing capability of the People's Republic increases-the Pearl River Delta, adjacent to Hong Kong, is now the largest concentration of manufacturing in the world-thefocusing question is whether and how China can be transformedfrom the maker of products designed elsewhere in the world to an original source of design. The answer to this question will be determined, at least in part, by theform that design education in China takes in thefuture. As the People's Republic of China preparesforfull membership in the World Trade Organization, a special two-day conference, Equippingfor the Future: An International Conference on Design Education in was held at Shantou Technical University. Shantou University has special status among the institutions of higher learning in the People's Republic. It is the only private-or semi-private-university in the country, and it has been given a mandate to explore new approaches to education in a variety offields. The purpose of the conference was to review the present state of design education in China, identify problems, and explore ideas about a new design education strategyfor China. The document presented here is a keynote address by Richard Buchanan. Other keynote speakers were John Heskett, Andrew Whittle, and Kan Tai-keung. More than 400 individuals-students,faculty members, and program leaders-representing many of the leading design schools of China attended the conference. The public

Design Education in China: New Proposals to Address Endemic Problems

This paper is concerned with identifying the problems that pervade design education and the practice of design in China so that a way forward can be proposed to make improvements that will enable the Chinese design industry to become more competitive after entry into the World Trade Organisation. The authors gathered data from their own experiences and observations in situ, as well as surveys they commissioned. They found that there are numerous endemic, fundamental problems in the practice of design education across the whole education sector. Fortunately, many Chinese design educators and managers of design companies are cognizant of these problems and are motivated to institute changes, even though they are unsure of what these changes should be or how they should be implemented. The authors conclude by making their own recommendations for effecting improvements in design education and professional development.

History and Problems of Industrial Design Education in China : A Study on the Historical Development and Problems of Industrial Design Education in China

History and Problems of Industrial Design Education in China : A Study on the Historical Development and Problems of Industrial Design Education in China