Communications in Humanities Research ISSN: 2753-7072
Home> Volumes> Volume CHR Vol.52> Article
Research Article

Innovative Research on Highly Interactive Chinese Contemporary Design Education Spaces

Weiru ZhangWuhan Textile University Wanjun LiWuhan Textile University Yunmengru WuWuhan Textile University* Yi LiuWuhan Textile University Xiaorui ZhangBirmingham City University Anping ChengWuhan Textile University

* Corresponding author: [email protected]

Abstract

The transformation of instructional philosophy in design education has given rise to new interactive characteristics in the teaching models and learning approaches within design majors, subsequently posing new demands on teaching spaces tailored to modern design educational needs. This study, focusing on the design education system within the context of contemporary interdisciplinary attributes, derives spatial design solutions that effectively enhance teaching interaction and stimulate students' creative thinking. The article first outlines the developmental trajectory of design education in China, elucidating its evolution from "art" to "technique" and ultimately to "thinking." Secondly, it integrates literature to demonstrate the pressing need for high interaction in current design educational processes. Finally, it analyzes the accessibility of interaction dimensions among "space-teacher-student" based on the existing types of teaching spaces in China, and maps out the interaction pathways. By summarizing and categorizing issues such as low interaction levels between teachers and students (T-S) and among students themselves (S-S), as well as weak accessibility in interaction pathways, this study proposes corresponding design strategies. These strategies encompass balancing the "physical" and "psychological" interaction radii between teachers and students, enhancing the accessibility of student collaboration and interaction, transcending the four-dimensional sensory perception of space for interaction, and integrating technological diversity into interaction. By implementing these strategies, this research aims to refine the design practice of innovative teaching spaces under a highly interactive model in design education, fundamentally propelling the traditional design education system towards a more integrated and interdisciplinary future.

Keywords: Chinese Contemporary Design Education; Highly Interactive; Innovative Teaching Spaces Design
Published: December 19, 2024
DOI: 10.54254/2753-7064/2024.18500
Volume: CHR Vol.52
pp. 63-73
Download PDF

References

  1. Xin Ziqiang & Lin Chongde. (2006)A Constructivist Perspective on Cultivating Innovative Competence . Chinese Educational Journal, No.5,5-8.
  2. Sommer, Robert (1977)Classroom Layout. Theory Into Practice,NO.16(3),174–175.
  3. Henry Sanoff. (2019)Participation in School Planning. Independently published.
  4. Douglas Amedeo, James A. Dyck. (2003)ACTIVITY-ENHANCING ARENAS OF DESIGNS: A CASE STUDY OF THE CLASSROOM LAYOUT. Journal of Architectural and Planning Research, Vol. 20, No. 4, 323-343.
  5. Kevin Wheldall.(2009) Developments in Educational Psychology: Edition 2,Routledge Press.
  6. Wang Shouzhi.(2008)The History and Current State of World Design - Concurrent Discussion on Contemporary Design Education,Decoration,No.1,116-118.
  7. Yuan Xiyang.(2014)Research on the Development of Modern Design Education in China. Southeast University Press.
  8. Wang Xiangyu.(2004)A Preliminary Study of Lei Guiyuan's Thoughts on Pattern Education. Journal of Nanjing Arts Institute (Art and Design Edition), No.01, 116-119.
  9. Xin Xiangyang.(2016)The 3Cs in Design Education Reform: Context, Content, and Experience.
  10. Peng Liang. (2007)Reflections on Contemporary Design Education in China: The Current Status and Existing Problems of Design Education in a Manufacturing Power . Decoration, No.5,94.
  11. Liu Guanzhong. (2004)Walking the Path of Contemporary Industrial Design in China . Hunan Science and Technology Press, 2004.
  12. Annemarie Sullivan Palincsar and Ann L. Brown.(1984) Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities[M]. Taylor & Francis.
  13. H Gardne.(1987)The theory of multiple intelligences, Annals of dyslexia.
  14. L Chongde, L Tsingan,(2003) Multiple intelligence and the structure of thinking. Theory & Psychology,No.13,829-845.
  15. Yue Suo, Naoki Miyata, Hiroki Morikawa, Toru Ishida, and Yuanchun Shi. (2009)Open smart classroom: Extensible and scalable learning system in smart space using web service technology. IEEE transactions on knowledge and data engineering, No.21(6),814–828.
  16. Heather E. Price, Jessica L. Collett. (2012)The role of exchange and emotion on commitment: A study of teachers. Social Science Research. No/41,1469-1479.
  17. Hu Ying, Bai Yiming, Zhou Zihan, Du Xing. (2022)Capturing, Cognizing, and Interpreting Design Thinking . Decoration, No.5, 78-80.
  18. Klaus Leymann, translated by Zhao Lu and Du Haibin, (2016)Design Education: Educating for Design. Nanjing: Jiangsu Phoenix Fine Arts Publishing House.