-- Wang Xizhi
The biggest difference between design education and education in other disciplines is that it does not have a unified education model. In the past, many countries hoped to have a unified education system. However, due to the fact that the social conditions in various countries and regions are not the same and there are many differences, the market's demand for designers is different and the design education system is not unified. Trend. Today, everyone has reached a consensus: Diversification is the direction of the development of design education, design education can only be adapted to local conditions, due to the establishment of national conditions, due to market demand and development. And it is always in a situation that changes in response to changing markets and social needs.
As a discipline, in addition to the characteristics of diversification and personalization, design education also has a relatively uniform structure. Because of this, we can sum up the modern design education system. In many of its branches, the development of architectural design is relatively stable. However, the major system revolution is often architectural design, which plays a leading role in modern design. Architecture has changed our living environment and modern cities have emerged. In addition, it also derives a series of things to be designed: without modern architecture, there will be no freeway; without highways, there will be no development of the automobile industry, and even a large number of traffic signs and parking lots will need to be designed. The solution to the problem, followed by all the needs of modern life - industrial products, clothing, interior design and so on. All these indicate the important position of the architecture in the entire design: modern design is based on construction as a breakthrough. The development of design education should also be based on architectural education. The establishment of a major in architecture or related disciplines is a prerequisite for a good design institution. Even if there is no possibility of establishing a department, an architectural course should be created to provide students with opportunities for learning.
In design education, design schools in various countries have set up theoretical courses. For students of the Los Angeles Art Center's School of Design, students can only graduate with 136 credits, of which theoretical courses account for 45 credits. This shows that foreign countries attach importance to design theory education. The setting of the theory class is not only to impart the design concept to students, but more importantly to achieve the highest goal of design education through teaching—to train business-quality design talents with ideological and cultural realms and worthy of social and market economy. What is high quality? The first is a sense of social responsibility. The designer is a social worker. His design is primarily about money, not self, but society. This point is reflected in the fact that the design must be safe and beautiful, but also responsible for the ecological environment, and can not cause pollution on the environment where people depend on. In the past, social responsibility was often overlooked in the design, and individual designs made people feel unresponsible. For example, some domestic trash cans were designed in the shape of giant pandas. People with open mouths and other people stuffed in the garbage, and foreigners saw it. Very strange, why do Chinese people treat their national treasures like this? The establishment of juice education is to enable designers to clarify their personal social responsibilities and public awareness, so that they can think more about how to achieve good social benefits for the society through design activities and achieve higher economic benefits for the objects they serve. Second, designers must have a very clear economic mind and have a general judgment about the direction of the design. In macro terms, we should understand the domestic economic situation and pay attention to the world’s economic situation. On the micro level, we must have a clear grasp of the cost and sales of the designed items. Design development is a product of economic development. It is certainly not promising to bury itself in design and not be familiar with economic development. Therefore, it is particularly necessary to open economic courses such as marketing. Third, designers should clearly know from the beginning to the end that design is a means of aesthetics at a secondary location, and that it is practical to occupy the top position. The design education derived from fine arts often focuses on formal aesthetics. In fact, the consumer focus of many consumers is limited to the quality of product features. The failure of the Jetta sedan in the U.S. market is a typical example: Jetta is known in the United States as a “lemon car†(citric acid is astringent, and it is difficult to say after eating). Although its appearance has been designed by Italian famous “Farari†The design, but due to the poor internal structure design, no market was formed, and the factory that was eventually built in the United States was forced to close down. How to make the function and appearance harmonious and harmonious with each other makes consumer satisfaction become a major test for designers. Fourth, the ability to collaborate with others is a must for designers. As the times move forward, the scientific categories will become more and more subtle, and one cannot master too many categories of knowledge. Therefore, one can only rely on the cooperation of different professional personnel to complete the work better. The same is true for designers. With good cooperation capabilities, there are prerequisites and guarantees for high-quality designs. Fifth, understanding consumer psychology is very important for designers. For consumers, the greatest satisfaction and the least expenditure are the most attractive to them, which is the positioning of the design. If the designer is ignorant of this, the design will lose its direction and will not receive satisfactory results.
Due to the rapid development of the economy and the constantly changing needs of the market, design education must also keep pace with the development of the social situation. Take the western part of the United States as an example. The computer-related industries are on the West Coast, a 120-kilometer wide and 10-kilometer-long strip of land near San Francisco - "Silicon Valley," with Intel, Compaq, and Apple. More than 7,000 companies, including many large companies such as Apple, have an annual production value of up to 480 billion U.S. dollars. In addition, Los Angeles and other cities in the entertainment industry, including Paramount, MGM, 20th Century Fox and other 30 film companies, as well as Sega, Nintendo, Sony and other game companies, the total annual output value reached 100 billion US dollars. This huge market has stimulated the demand for design talents and prompted the design education to be reformed. The Design Institute of the Los Angeles Art Center is the first to bear the brunt of the fact that the US lacks 6,000 regular, systematic multimedia education students each year. The focus of education has begun to shift to multimedia design. The most striking change is the establishment of a new professional - multimedia. Professional (derived from the original interface professional), digital movie special effects, digital game design professional (derived from the original illustrations), this is the reform of the quality of design education, the emergence of new professional. It is not only beneficial to the society but also conducive to promoting the development of design education itself. In the long run, design education can only enter the benign track and steadily move forward if it keeps pace with the economy.
China's modern design education started late, but it has developed rapidly. Therefore, it is inevitable that some problems will arise and it is understandable. However, the problem should be solved. Some people think that design practice can replace designing higher education, which is equivalent to replacing the seriousness and systematicness of designed higher education. Design practices often do not consciously increase design levels. Higher-education colleges and universities should train and train students with superior teaching quality, design concepts, and teaching equipment so that they can continuously improve their own quality and design level through practice. From their design work, they should demonstrate superior cultural attainment. . Design education should be adapted to the market. Students can use the knowledge gained from the school to quickly accept the peach battle, which is the true success of design education. At present, there is a disconnect between domestic design education and the market. The occurrence of this phenomenon is probably related to the way of arranging classes. The method of arranging classes for domestic institutions is to arrange specific courses according to the existing teachers. It is not arranged according to the requirements of logic and structure. In this way, it is worrying to ignore the scientific and complete teaching system. To strengthen the education of theoretical courses, elective courses, and science and engineering courses, and pay attention to the education of interdisciplinary and computer sciences is a key issue to be solved in China's design education. With the rapid development of economic reforms, China will need a large number of design talents. According to this situation, higher-education colleges and universities should increase the intensity of education reform, improve the quality of education, and assume the task of the market's huge demand for design talents.