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自2011年设计学升级为一级学科之后,不管是因为国家政策的推动,还是社会与人才市场的倒逼,设计教育改革已不可避免地成为了热门话题。现代设计教育虽然有近百年的历史,但由于设计学的应用学科的特点带来的设计学研究对象、设计方法和评价标准的不确定性,影响了设计学科的清晰定位和人才培养模式,引发了各种观念之争。虽然设计教育定位和人才培养模式本应该是多元的,然而各种观念之争反映出来的不是主动的模式选择,更多的还是对设计本体困惑和缺乏系统的思考。
Since the design school was upgraded to a first-class subject in 2011, design education reform has inevitably become a hot topic no matter whether it is driven by state policies or forced social and talent markets. Although modern design education has a history of nearly one hundred years, the uncertainty of design object, design method and evaluation standard brought by the characteristics of applied disciplines affects the clear positioning of design disciplines and the mode of personnel training. A variety of contention of ideas. Although design education orientation and personnel training mode should be pluralistic, however, the contention of various concepts reflects not the active mode choice, but also more confusion and lack of systematic thinking on the design ontology.