A Comparative Study Of Postgraduate Design Education

In the context of globalization, intelligent economic era has arrived, blurring the boundaries of disciplines. The "production" of knowledge deeply impacts on social development. As a result, creative talents are the most important resource in this era. Design education as one of the most important "manifestations" of Creative education is committed to cultivating high-quality innovative talents. As leaders of social progress and development of disciplines, graduates play a crucial role in this process. In recent years, China’s overall national development strategy changed into the construction of "innovative" country. We must see the important role the Design education play in promoting social progress and productivity development. In fact, "Design" has already become an important development strategy to improve the international competitiveness in many countries. But in this case, the number of design schools and students in China shot up, surging the Design education more than the normal size. While it lost its quality, design education also lost the "strength" to improve the national competitiveness in China.In this "opportunity" and "dilemma", we ushered the "transition period" of Design education, the period for us to rationally analysis the disciplines and make the understanding clear. In this article, the threshold of globalization is a precondition. During the history and comparison study, I try to find the starting point, law and trends of design education from the historical and international experience in perspective, which is the best way for us to reflect on the current graduate design education methods. I make Design Academy Eindhoven and Central Academy of Fine Arts as example, comparing the teaching philosophy, professional setting, curriculums, teaching mode and teachers’structure, etc. of the two schools, discussing the similarities and differences between Chinese and foreign graduate design education. Finally, I make the "Chinese design education need’rational return’" as a standing point, expounding my conclusion from four aspects:1.To form a rational education concept and training objectives; 2 Integration, as an innovative way; 3. To form a personalized education mechanism; 4.To form a scientific and strict evaluation system. I discussed the development of several important aspects of design education based on China’s educational environment, hoping to provide some valuable reference for the current mode and method of graduate design education, and also hope to provide some meaningful clues and direction of the teaching reform and development for Central Academy of Fine Arts.