This paper will analyze by analogy, the internal relationship between different design majors is clarified on the basis of discussing the characteristics of design disciplines, and then the talent cultivation direction of design education is discussed. From the point of view of the characteristics of design as a subject, the discipline of design is comprehensive and application-oriented. It is comprehensive as it involves different types of disciplines such as technical skills, abstract concepts and theoretical knowledge, and different types of knowledge such as knowledge about practical skills, human thinking and information, as well as different types of capabilities such as professional skills, creative thinking, knowledge acquisition and application. The knowledge structure of the design subject consists of three dimensions, the thinking level, knowledge level and technical level. The inherent connections of the different branches of the design discipline are as follows: they are interconnected on the thinking level, related on the knowledge level and different on the skill level. The knowledge and abilities on these three dimensions compose the design skills designers should acquire, among which the thinking level serves as the foundational and core piece. Therefore, the design education reform should focus on cultivating students’ abilities, especially students’ thinking skills. Then, it can be concluded that design education should not emphasize the difference of design direction, but should pay attention to the training of students' design ability instead of the training of students' skills, especially the training of students' thinking ability.

本文将通过类比分析，在讨论设计学科特点的基础上，理清不同设计专业之间的内在联系，进而探讨设计教育的人才培养方向。从设计作为一门学科的特点来看，设计学科是全面的和面向应用的。它涉及的领域很广泛，因为它涉及不同类型的学科，例如技术技能，抽象概念和理论知识，以及不同类型的知识，例如关于实践技能，人类思维和信息的知识，以及不同类型的能力，例如专业技能，创造性思维，知识获取和应用。设计主题的知识结构包括三个维度，即思维水平，知识水平和技术水平。设计学科的不同分支之间的内在联系如下：它们在思想层次上相互联系，在知识层次上相互联系，在技能层次上相互联系。这三个方面的知识和能力构成了设计师应获得的设计技能，其中思维水平是基础和核心。因此，设计教育改革应侧重于培养学生的能力，特别是学生的思维能力。可以得出结论，设计教育不应强调设计方向的差异，而应注重对学生设计能力的培养，而不是对学生技能的培养，特别是对学生思维能力的培养。