Research on the teaching mode of industrial design in local universities in China: from the perspective of professional ability appreciation

Focusing on local non-“Double First-Class” higher colleges in China, this study aims to explore the effects of classroom teaching, integration of industry and education, classroom involvement, interdisciplinary awareness and abilities, as well as teacher-student investment, on the increment of professional abilities of industrial design students, and explore effective teaching modes. Organizing questionnaire survey data, constructing a multiple linear regression model, and using the analytical method of sheaf coefficient found that student investment has the most decisive influence on low-order and high-order professional abilities, while other variables have their focuses. Teacher investment only has a direct impact on partial high-order professional capacities. The analysis of interactive effect regression models found that the interactive effects of significant influencing variables only mutually reinforce partial high-order professional abilities. The second-order factor structural equation modeling found that the professional capacities of industrial design have a strong endogeneity. The core mission of teachers is to promote “student-centered” teaching and integration of production and education and encourage students’ investment to improve their professional ability. This study provides an empirical basis for optimizing and reconstructing the conceptual framework of low-order and high-order professional capacities in higher education.


Introduction
According to the latest definition of the World Design Organization, the professional capacities of industrial design belong to a multi-dimensional construct.Exploring the cultivation mode of professional competence from a multi-dimensional perspective is necessary.Although some scholars believe that the professional ability of industrial design refers to practical skills [1], industrial design practice shows that only professional skills are far from satisfying the capacity demands of professional positions [2].Moreover, there currently needs to be more consensus in the academic community on the division of professional competence dimensions.Chiva and Alegre divided industrial design professional competence into five categories [3].Professor Liu Guanzhong of Tsinghua University, known as the Father of Chinese industrial design, has proposed the ability to grasp the essence of design issues, team cooperation ability, and the ability to plunge into the thick of life [4].He did not mention professional performance skills, but the purpose of delving into life is to grasp the essence of design problems.Therefore, this paper divides professional competence into professional performance skills, the ability to identify and define design issues, and teamwork skills.In recent years, the increment evaluation of professional competence has increasingly received research attention because it is not affected by control variables such as school level and students' professional foundation.It is more conducive to fully developing students' learning potential and achieving comprehensive development with a people-centered approach [5].Therefore, it has been recognized by educational researchers and favored by educational policy formulation institutions [6].At the end of 2020, the State Council of China explicitly emphasized the need to explore value-added evaluation in educational evaluation reform.
It is necessary to implement innovative teaching concepts and models to promote the increment of professional capabilities in various dimensions of industrial design [7].Recently, Chinese universities have implemented "studentcentered" teaching following the OBE (Output Based Education) concept.Although "student-centered" teaching is relative to "teacher-centered" teaching, the two are not wholly opposed, only representing the relative status differences between teachers and students in education.The former respects individual differences among students and is committed to stimulating students' learning autonomy and initiative, emphasizing classroom openness and encouraging peer assistance based on shared interests [8].It carefully treats others' opinions, reflects, cherishes learning opportunities, and participates in innovative problem-solving [9].However, the latter emphasizes teacher leadership and helps students acquire professional knowledge and abilities through systematic teaching.Therefore, under innovative education's guidance, "student-centered" teaching is highly recommended, and only a few literature claim that "teacher-centered" teaching has better results [10].The teaching model also includes the integration of industry and education.In the context of China's new engineering and liberal arts education reform, the integration of industry and education is an essential factor in the ability growth of industrial design students.The integration of industry and education includes breadth and depth, with the former referring to the scope and enthusiasm of integration and the latter referring to the depth of collaborative teaching [11].Integrating industry and education can help students obtain complementary resources from industries, promote market-oriented innovative design, and accelerate the cultivation of comprehensive innovation capabilities.
Educational psychology research has confirmed that cultivating professional abilities must also consider students' learning consciousness, competence, and teacher-student behavior.Interdisciplinary consciousness is the precursor and driving force of interdisciplinary learning behavior, which can avoid shallow and one-sided design innovation.Industrial design students have interdisciplinary learning abilities and are likelier to acquire higher design abilities [12].However, some studies have found that multidisciplinary capabilities may inhibit the originality of design solutions [13].Classroom involvement behavior is the key to students' academic progress and ability growth [14].Austin's student involvement theory divides classroom involvement into low-level and high-level involvement.High-level classroom participation promotes positive learning behavior and proactive learning attitudes [15].Some studies have also found that groups with weaker academic foundations are suitable for low-level classroom involvement.However, groups with stronger educational foundations are ideal for high-level classroom involvement [16].Industrial design innovation ability is a kind of tacit knowledge that is difficult to teach directly, and students need to obtain it through "learning by doing." Therefore, student investment is a vital promoting factor for incrementing professional abilities, which can effectively improve individual learning, collaborative learning, and team learning performance [17].Only a few studies have confirmed that the contribution rate of student investment to professional abilities is relatively low [18].Teacher investment plays a crucial role in students acquiring higher-order abilities (thinking), and both in and out of the classroom, teacher investment can significantly enhance industrial design students' creative abilities [19].There are also studies indicating that in the context of insufficient global teaching investment from teachers [20], the quality of teacher investment is more important than quantity [21], and the effect of teacher investment on lower-order abilities (thinking) is insignificant [22].
The statistical analysis algorithms required for increment evaluation are usually unfamiliar to industrial design scholars.Many factors affect the appreciation of students' professional abilities with complex structures.So far, the academic community has yet to conduct systemic research, and the current conclusions must be more consistent.Industrial design professional abilities also include low-order and high-order professional skills.The cognitive theory represented by information processing models believes that high-order and low-order professional abilities' nature, connotation, and construction (training) mechanisms are entirely different.Still, they are often seen in theoretical research and need more quantitative model validation, leading to a lack of empirical basis for student learning and educational reform.So far, the academic community has yet to conduct quantitative empirical research on the cultivation mode of high-order and low-order professional abilities for industrial design students.This paper intends to construct quantitative models to comprehensively and systematically verify the variables contributing to the increment of low and high-order professional abilities of industrial design students in local universities and the degree of influence of each significant variable.It aims to explore scientific and practical teaching models for industrial design and fill the academic gap mentioned above.

Scale and data description
To ensure the reliability and validity of the scales, we should use the mature scales that have been applied in authoritative journals as much as possible.Du Qiang and Jiang Cheng [23] verified the scales were used to measure teachercentered and student-centered teaching, as well as the high-level and low-level class involvement of students.According to the research of Wang Xiaoqing and others, Guo Jianpeng and Ji Guojun [24] applied the scale used to measure student investment.Chen Yunping comprehensively considered the capacity, intensity, and effectiveness of teachers' teaching investment [25], and his scale used to measure teachers' teaching investment.Ma Yonghong, Liu Runze, et al. [26] applied the scale used to measure the breadth and depth of production and education integration and students' interdisciplinary ability.Research on the division and measurement of professional ability dimensions of industrial design students lacking authority in China, and the paper used the scale verified by Chiva and Alegre [3] and Fernández-Mesa [27] to measure the professional performance skills of industrial design students; Using the Chien et al. [28] scale to assess design problem identification and definition.Professor Zhang Yang believes that designers must deal with a considerable degree of complexity and ambiguity issues [29] and appropriately modify the scale of Wang Qingjin and Zhou Jian [30] to measure teamwork ability.The questionnaire applied the 5-point Likert scale, where one meant not at all, and five meant entirely so.
The data in this paper comes from the questionnaire survey carried out by the team of the Education Science Project of the 13th Five Year Plan in Guangdong Province.To enhance the effectiveness of the questionnaire method and reduce its common method variance, we surveyed twice the same group of students from nearly ten public undergraduate colleges in Guangdong province in September 2021 and April 2022, taking into account the multitime and multi-group nature of the questionnaire survey.The survey took undergraduate students of industrial design as the survey unit (required to have taken professional courses).It took teacher and student investment, classroom teaching, class involvement, integration of production and education, and students' interdisciplinary consciousness and ability as the survey items.It also designed control variables, including gender (setting as dummy variables, based on women), students' grades, and schools' attributes (including non-double first-class (Double First-Class construction does not include these universities.Double First-Class construction refers to the key construction projects of Chinese universities.The state has invested many funds to support more than 140 universities in building high-level disciplines, intending to develop some universities into world-class and more universities with a certain number of world-class disciplines.)construction but the first batch of universities for students to apply, other non-"Double Tops" construction and non-newly-established undergraduate universities, newly-established undergraduate universities), schools' nature of setting the specialty (including art-oriented schools, engineering-oriented schools, independent industrial design schools, setting as dummy variables, based on art-oriented schools), nature of professional courses (including professional core courses, professional elective courses, professional modular courses, and professional practice courses, setting as dummy variables and based on professional core courses).The current study confirmed that the longer years of education students' fathers have, the more significant the increase in their professional ability [23].However, the sample of this study is not limited to industrial design, so the project team added years of father and mother's education as control variables.In combination with the online and offline paper surveys, the project team collected 465 questionnaires.In addition to interviews with college contacts and phone call follow-ups to verify each other, the project team abandoned 125 questionnaires simultaneously because they contained missing values, filled in contradictions, showed apparent regularity, or answered online too quickly.Three hundred forty valid questionnaires were collected, with all the values in all 340 valuable questionnaires.However, the sample of this study is not limited to industrial design, so the project team added years of father and mother's education as control variables.In combination with the online and offline paper surveys, the project team collected 465 questionnaires.In addition to interviews with college contacts and phone call follow-ups to verify each other, the project team abandoned 125 questionnaires simultaneously because they contained missing values, filled in contradictions, showed apparent regularity, or answered online too quickly.Three hundred forty valid questionnaires were collected, with all the values in all 340 valuable questionnaires.

Data modeling and model analysis
According to Bloom's Taxonomy of Educational Objectives, low-order thinking is mainly acquired through simple memory, retelling, and training and belongs to memorization, comprehension, and application skills.High-order thinking development is primarily through analysis, synthesis, criticism, reasoning, and evaluation, which is the ability to identify and solve open and uncertain problems creatively.Although professional performance skills and problem identification and definition capacity belong to the design profession skills, the former belongs to low-order professional skills.In comparison, the latter belongs to high-order professional skills.Team collaboration can provide a field for the social construction of knowledge innovation through distributed reasoning, expanding the breadth and depth of the group's prior knowledge base and also belonging to high-level professional capacities.The paper shows the dimension and nature of industrial design professional capacities in Fig. 1.

Multivariate linear regression analysis of professional ability
We applied AMOS 24 software to conduct confirmatory factor analysis to test the suitability of the preset factor model with the observation dataset obtained from the questionnaire survey and constructed covariate structure models of low-level and high-level involvement, teacher-centered and student-centered teaching, interdisciplinary consciousness and ability, teacher-student investment, professional performance skills, problem identification definition, and team collaboration ability.It was found that the factor loadings of each observation variable reached a significant level of 0.05, the standardized factor loadings were all greater than 0.7, the composite reliability of each latent variable was greater than 0.6, and the internal quality of the model was ideal, The values of average variance extraction were greater than 0.5, indicating that the scale items can effectively reflect their common latent variables.
We first implemented a multiple collinearity test on the independent variables to construct an effective multiple linear regression model and found that the virtual variable "nature of the college to which the major belongs" had a VIF value greater than 10 for both variables.After exclusion, we found that the VIF value of the other variables was less than 5. Next, we conducted a normality test on the remaining variables and found that the data conforms to a normal distribution.Therefore, the regression model could be constructed and analyzed.Running the Strata 16 software package, we found that the ratio of Mahalanobis Distance to degrees of freedom is less than the empirical critical value, and there is no need to clean sample data with outliers.We summarized the coefficients and significance of the three regression models in Table 1.As a low-level professional skill, the source of professional performance skills is relatively single, with only student investment, the breadth of integration between industry and education, and high-level classroom involvement significantly impacting it.As a high-level professional skill, problem recognition and definition ability sources are relatively diverse, with substantial contributions from teacher-student investment, the breadth and depth of industry teaching integration, interdisciplinary ability, high-level classroom involvement, and student grades.As a high-level professional ability, the sources of teamwork are also relatively diverse.High-level classroom involvement, student-centered teaching, students' interdisciplinary abilities, the breadth of integration between industry and education, student investment, and controlling variables such as gender and mother's education years all significantly impact it.
The existing empirical research (literature 22) has confirmed that low-level classroom involvement and teachercentered teaching have a small but significant promoting effect on increasing students' professional abilities in other majors.In contrast, this article confirms that their impact on the appreciation of industrial design professional abilities is insignificant.In addition, it found that student-centered teaching only significantly impacted team collaboration ability.It shows that the more stringent conditions required to promote the increment of industrial design professional ability should be related to the attribute of tacit knowledge of design innovation and the limited teaching and student resources and teacher conditions in local colleges and universities.Student-centered teaching encourages free debate, strengthened communication, and feedback among students, which can enhance team collaboration ability.However, due to the strong stickiness of design innovation knowledge, it is difficult to impart and publicly share it directly, so its effect on design professional skills (including professional performance skills and problem identification and definitions) is insignificant.Cross-disciplinary consciousness has no significant impact on professional abilities in all dimensions and should be related to the strong practicality of design innovation.When integrating resources, the scope of coverage is more comprehensive, and the enthusiasm of knowledge owners is more robust, which can promote cross-industry transplantation, innovation, and team cooperation.Therefore, the breadth of industry education integration significantly impacts the three types of professional abilities.Only by deepening the integration of industry and education and collaborative education can exclusive and heterogeneous knowledge resources be obtained, promoting the identification and definition of design problems.The problem identification and definition belong to high-level design professional skills, and teacher investment can help local university students who are not considered outstanding acquire high-level professional skills more effectively.
The control variables have no significant impact on students' professional performance skills.The control variable of grade has a considerable increment effect on the ability to identify and define design problems, and the reason should be that the accumulation and training of practical professional experience should correspondingly enhance the power of senior students to grasp the essence of design problems.However, in the control variables, the male (with a negative normalization coefficient) and the mother's education level significantly impacted the increment of team cooperation ability.The reason should be that female students have better empathy, communication, and tolerance abilities than male students and are more able to express respect for team members.The higher the education level of a mother, the more likely their positive career development concepts (such as interest orientation in professional choice) and behaviors (such as group dependence) are to affect their children, promoting their team cooperation ability.However, the effect of fathers' education years is insignificant and inconsistent with existing research conclusions (Reference 22).The reason should be that fathers of local college students in Guangdong go out more to make a living, which has less impact on their children than mothers.

Sheaf coefficient analysis
This paper adopted the method of sheaf coefficient analysis to solve the problem of model coefficients being unable to be directly compared due to different variances of variables.This analysis is a post-estimation method, which constrains the standard deviation of different potential variables (or observed variables) to 1 and calculates the influence intensity of the potential variable as the result variable of a group of observation variables on the dependent variable, or the influence intensity of each observation variable in the group on the potential variable to compare the relative importance of multiple synthetic potential variables on the dependent variable, or observation variables of the same group on the potential variable [31].Using the Strata 16 software package, we can see from Table 2 that in terms of professional performance skills, teacher-student investment (only student investment is significant) has the most potent effect, followed by industry education integration (only the breadth of industry education integration is significant), and the contribution of classroom involvement (only high-level classroom involvement is significant) is only 0.394 (0.129/0.327) of industry education integration.The gift of teacher and student input to the ability to identify and define design problems is also the largest, followed by the integration of industry and education.Still, the contribution of interdisciplinary capacity exceeds that of classroom involvement (0.155 > 0.137).The contribution decomposition of teacher-student investment and industry education integration indicates that the contribution of student investment is higher than that of teacher investment, and the contribution of the breadth of industry education integration is slightly greater than the depth of industry education integration.The gift of teacher-student investment (only student investment is significant) to the increment of teamwork ability is also the highest, followed by classroom involvement (only high-level classroom involvement is significant) and classroom teaching (only "student-centered" teaching is significant).On the other hand, the contribution of industry education integration (only the breadth of industry education integration is significant), control variables, and interdisciplinary (only interdisciplinary ability is significant) is relatively small.
The teacher-student investment has the most potent promoting effect on both low and high-level professional abilities, once again verifying that "learning by doing" in the form of independent practice or practical training is the most effective way to promote the increment of professional abilities.Integrating industry and education can guide students to break down heterogeneous knowledge and resource barriers, promote the complementary advantages of industry and university education resources, enhance the ability to integrate and innovate heterogeneous knowledge, and enhance low-level and high-level design professional skills compared to high-level classroom participation.High-level classroom involvement and "student-centered" teaching, relative to the breadth of industry teaching integration and interdisciplinary ability, can better promote high-level teamwork ability.The reason should be that the more active students are in self-directed learning, the more conducive they are to peer assistance, communication, and coordination to enhance their teamwork ability.However, it also exposes the problem of limited participation in extracurricular students' selforganized subject competitions and technological activities.The contribution of teacher input to high-level professional skills is much smaller than that of student input, indicating that identifying and defining design problems in uncertain environments is complex and requires guidance and assistance from teachers.Still, it does not shake students' leading role in self-directed "learning by doing."The contribution of the breadth of industry education integration to high-level professional skills is slightly more significant than the depth of industry education integration, indicating that the identification and definition of design problems require both the cross-disciplinary nature of heterogeneous disciplines and the specialized depth of its domains, to achieve profound intersection with other fields.

The interactive effects of various variables on higher-order professional abilities
According to the Austin model, professional competence increment results from an interaction between input and the environment.According to the mainstream academic view of educational psychology, the cultivation of high-level professional ability cannot rely on a single aspect of training but needs to stimulate the overall operation and synergy of various variables within its conceptual framework.This paper intends to build an interactive effect model to test whether there is an interactive effect of mutual promotion and mutual reinforcement among classroom teaching, class involvement, interdisciplinary consciousness and ability, integration of production and education, and teacher-student investment on two high-level professional abilities: problem identification definition and team cooperation ability based on the previous multiple linear regression model. 1 3 Using Stata16 Software to construct multivariate linear interactive effect regression models, the coefficients and significance of these models are shown in Table 3.It can be seen that the interactive effects of breadth and depth of the integration of production and education, the interactive effect of student investment and teacher investment, the interactive effect of high-level class involvement and interdisciplinary ability, and the interactive effect among the breadth and depth of integration of production and education, and multidisciplinary ability have significant increment effects on the identification and definition ability of design problems.So, among the variables that significantly affect high-order design professional skills increment, there is a reinforcing effect of mutual promotion and reinforcement.Therefore, promoting collaborative progress and joint development among significant variables is necessary to efficiently enhance students' ability to identify and define design problems.However, the interactive effect between influencing variables is insignificant in enhancing teamwork ability, and priority should be given to improving vital actuating variables (such as student investment, high-level classroom involvement, and student-centered teaching).This research conclusion is contrary to the existing findings of mainstream educational psychology.

The structural mechanism of students' professional ability increment
The contribution of teacher-student investment to incrementing professional ability in all dimensions is the largest.It is a crucial variable reflecting the quality of the learning and teaching process and directly affects students' professional ability increment.Class involvement represents students' independent choice of learning behavior.Interdisciplinary ability means the students' ability to control and challenge difficulties internally.Classroom teaching and integration of production and education represent the mode of teachers activating students' internal motivation, the organization method, and the actual effect of practical training.It can enhance students' self-efficacy, promote the teacher-students' creative passion and self-regulation ability, and enhance and improve the teacher-student investment.In addition, Taiwan, which is also part of the Chinese cultural circle, has experimental research to reveal: teachers' teaching behaviors, such as innovative teaching design, practical guidance for integration of production and education, and interdisciplinary teaching, can significantly improve the professional ability of industrial design students [32].Combined with the previous research conclusions, the above significant effect variables may also directly influence professional ability increment.Therefore, a conceptual model is proposed, as shown in Fig. 2.
The first-order confirmatory factor analysis mentioned earlier found that the model had good convergence validity, with the first-order latent variables' correlation coefficients above 0.5.It also passed the discriminant validity test, indicating that each latent variable can independently measure different aspects of professional ability, teacher-student investment, and industry education integration and jointly measure the above variables.Therefore, constructing a second-order factor model can be considered.Using the AMOS 24 software package, we found that the fitting effect of the second-order factor models for professional ability, teacher-student investment, and integration of industry and education did not significantly deteriorate, and the second-order factor model was more concise.The main fitting parameters of the modified structural model with second-order factors are as follows: RMSEA = 0.066 < 0.08; Chi-square free ratio = 2.455 < 3; Both GFI = 0.925 and IFI = 0.925 are greater than 0.9, which can explain the variance variation of students' professional ability appreciation of 80%, indicating that the fitting effect of structural equation model is ideal.The fitting results of the modified model are shown in Fig. 3 below.From the structural equation model, teacher-student investment, high-level classroom involvement, and interdisciplinary ability directly affect students' professional capacity.In contrast, integrating industry and education and studentcentered teaching have indirectly influenced the increment of professional capacity through the mediating role of teacher-student investment.The integration of industry and education, as well as student-centered teaching, belong to the teaching mode and organizational mode of teachers.High-level classroom involvement belongs to students' "learning" behavior, and interdisciplinary ability belongs to students' "learning" ability.Therefore, this article proposes a dual path model for teaching industrial design students in local universities, which includes two action paths: "teachers teaching-teacher-student investment-ability output" and "student learning-ability output." The increment in students' professional abilities results from the comprehensive effect of the dual paths.

Conclusion
The theoretical or case empirical research on the effective teaching mode of industrial design in China has long been dominated by a few "Double First Class" prestigious schools.This article focuses on 84% of regular local universities conducting quantitative empirical research on the teaching mode of industrial design.The main research conclusion is that cultivating high-level and low-level professional abilities is only partially distinct, with different focuses.Student investment has the most excellent promoting effect on professional abilities in all dimensions.In contrast, teacher investment only has a particular promoting effect on high-level design professional skills with serious teaching difficulty."Teacher-centered" teaching does not significantly impact cultivating high-order and low-order professional abilities, while "student-centered" teaching only substantially affects some high-order professional abilities.Integrating industry and education has a strong promoting effect on professional design skills.High-level classroom involvement and student-centered teaching have a substantial impact on enhancing team collaboration ability.Among the significant influencing variables, there is only a cumulative interactive and mutually reinforcing reinforcement effect on some highorder professional abilities.This article verifies the strong endogeneity and practicality of industrial design professional abilities.It provides an empirical basis for reinterpreting the connotation of higher-order abilities in higher education and optimizing and reconstructing the conceptual framework of higher-order thinking.
This article proposes a dual-path teaching model for industrial design, meaning that ability cultivation is the union of two paths: "teacher teaching-teacher and student investment-ability output" + "student learning-ability output." Students' professional abilities are not only taught by teachers but also learned by students themselves.However, the mechanisms of teachers' teaching and students' learning are different, and teachers are almost unable to teach students' professional abilities directly, but students can acquire them through direct learning.The core mission of teachers is to promote "student-centered" teaching and integration of production and education, improve students' perception of teaching environment support and self-efficacy, and promote students' investment in improving professional ability.The involvement of teachers inside and outside the classroom in academic guidance only directly impacts the improvement of high-level design professional skills.However, students' high-level classroom involvement and interdisciplinary learning ability can directly promote increasing professional capacity.Therefore, for the majority of ordinary students in local universities, teachers should focus on fostering extensive and in-depth integration of industry and education, carrying out student-centered classroom teaching, and attracting teachers and students to invest in improving their professional abilities; however, for some excellent students with solid self-efficacy and outstanding interdisciplinary capacity, teachers should also create good conditions and support environment for their independent learning and active learning to promote their professional ability to improve rapidly.
Industrial design teachers in local universities should expand the breadth of integration between industry and education, promote the construction of a transfer system for students to study in multiple studios, guide students to participate in industrial practice projects of different natures as much as possible, explore and formulate corresponding credit deduction methods, correct the current bloated curriculum system, strengthen the adaptability and selectivity of the curriculum structure to students, activate students'' self-efficacy in learning, and promote students' learning investment.The insufficient development of students' high-order professional abilities is a significant criticism of industrial design talent cultivation in local universities in China.The theory of integrated innovation design in industrial design also validates the research conclusion of this paper: contemporary design education puts higher requirements on the breadth and depth of teacher knowledge.University teachers with rich design practice experience and corporate mentors with sufficient entrepreneurial knowledge jointly teaching professional courses will maximize the teaching effect [33].To enhance students' high-order professional abilities and innovation and entrepreneurship abilities, we should coordinate the balanced and coordinated development of various significant variables, integrate social resources, implement open education, vigorously promote the connotation construction of industrial colleges, play the interactive strengthening effect between multiple variables, promote the rapid improvement of students' high-order professional abilities in problem identification and definition, and avoid investing primary resources in a single aspect.Teachers should respect students' right to choose attractive and challenging topics, form teams independently based on shared interests and goals, mobilize students' initiative and enthusiasm to participate in classroom teaching management, increase the proportion of high-order professional ability assessment, break the psychological expectation of passing exams certainly regardless of whether their investment hard or not and effectively promote the improvement of team cooperation ability.

Fig. 1 1
Fig.1The dimension and nature of industrial design professional capacities

Fig. 2 Fig. 3 Fitting
Fig. 2 Conceptual model of the action mechanism of industrial design professional ability increment

Table 3
Interactive effect of variables on Problem identification and definition and Team-work ability