Innovative Research on Highly Interactive Chinese Contemporary Design Education Spaces

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.