设计教育如何做到技术与艺术的有机统一,其实是一个老问题。对于手工艺人来讲技艺相通,自己设计自己制作,技艺可日益精进。而大工业时期的职业分工导致设计与制造分离,统一则成了需要平衡的问题,不仅西方设计教育经历了像包豪斯、乌尔姆这样的历史阶段,中国的设计教育同样也因此遇到了这样的问题,加之从美术学科独立出来的艺术设计,越来越拉近了与艺术的关系,而远离了与技术的关系,由于产品设计脱离了制造技术的支撑,使中国制造到中国设计以及精品品牌之路仍然步履蹒跚,本文试图从设计教育的角度,探讨培养能工巧匠的设计师不但没有过时,在新的历史时期,在多元化的教学背景下,仍然有其特殊的意义与价值。 How design education can achieve the organic unity of technology and art is actually an old problem. For handicraftsmen in terms of art, design their own production, skills can be increasingly sophisticated. However, the division of labor in the big industrial period led to the separation of design and manufacturing. The unification became the issue that needs to be balanced. Not only did Western design education experience historical stages like Bauhaus and Ulm, but also China’s design education encountered the same This kind of problem, combined with the art design independent from art disciplines, has drawn closer to the relationship with art and away from the relationship with technology. Since the product design is out of the support of manufacturing technology, the Chinese made to Chinese design and This article attempts to explore from the perspective of design education designers not only not outdated in the design of education, in the new historical period, in a diversified teaching background, still has its special significance and value.