Construction of Industrial Design Education System with Consideration of Chinese and Western Cultural Integration and Counter-Measure Analysis

By Chen, Changhong | Kuram ve Uygulamada Egitim Bilimleri, October 2018 | Go to article overview

Construction of Industrial Design Education System with Consideration of Chinese and Western Cultural Integration and Counter-Measure Analysis


Chen, Changhong, Kuram ve Uygulamada Egitim Bilimleri


In order to meet economic development goals, China is on a fast track towards new-type industrialization. Industrial design talents with innovative capacity are the driving force to fuel the development of such development. Under the backdrop of economic globalization, in order to satisfy domestic needs for industrial design talents and catch up with global standards, it has emerged as a focal point in the eyes of researchers and industry experts to establish an industrial design education system and to cultivate human resources in this area.

Industrial design is driven by creativity. It integrates technological innovation with art in an organic way, and develops product designs under the pre-condition of industrialization (Yang, You & Chen, 2005). Subject to influences of multiple factors, industrial design education is at varied development phases around the world, resulting in a highly skewed situation. In the west, industrial design has a long history, and along with it, the educational programs in this regard. The USA has the best industrial design education system in the world, with first introduction of such programs in 1925. Now it has 49 universities, public, private or independent, offering industrial design educational programs in the States (Hutchison, 1964). In the UK, a country of origination of industrial design, teaching system on the topic is well-established, with high importance attached by the government and generous fiscal funding (Mahmoud, 1964). China did not have any industrial design education until the foundation of the People's Republic of China. In the 1980s, industrial design education in China came to the attention of the companies and government, and from then on, it started to catch up on the development. Now China has in place a sizable industrial design education. But due to the restraints of varied economic development rates in China, resources of industrial design education concentrate in the developed areas with industrial strength. By making comparisons between the Chinese and western industrial design education, we identified that there is a substantive gap in teaching outcome between Chinese and the western countries in terms of teaching outcomes, though overall the teaching scale is significant in China (Naveiro and Pereira, 2008).

Based on this, the paper sets to introduce the western industrial design teaching concepts into the Chinese system, and analyze the system construction and counter-measures for China's industrial design teaching. It conducts comparison between the Chinese and western teaching systems from aspects of curriculum, teaching mode and evaluation system. And based on the analysis, it proposes advices and counter-measures on improving the Chinese system with consideration of advanced teaching concepts from the west on industrial design teaching.

Comparative study between Chinese and western industrial teaching systems

Comparative study on curriculums

Chinese curriculums. This paper analyzes industrial design curriculums among varied Chinese universities. We have observed that though with some variances in curriculums among these universities and colleges, fundamentally, they are based on the early experiences of domestic art programs, and are subject to changes and adjustments. This paper selects curriculum from the undergraduate industrial design program of Zhejiang University for analysis. Table 1 shows the division of courses and their proportions of industrial design curriculum system (Yao, 2015).

Fig 1 shows how many credits the general courses, professional courses, and practical courses take up for 4-year undergraduate programs.

Western curriculum. This paper selects University of Duisburg-Essen in German for the curriculum study. Different from the Chinese curriculum, in the German system, professional courses take up 50% of the total curriculum, general courses 29%, and practical courses 21%. Fig 2 includes the distribution of these courses in a four-year undergraduate program (Tenorio, Maia & Grant-Tenorio, 2002). …

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