Research on the “Project-Based” Teaching Model of Packaging Design Course under the Background of Industry-Education Integration

Abstract

Against the backdrop of the deepening integration of industry and education, the traditional “Packaging Design” course faces prominent challenges such as a disconnect between teaching and the market, weak practical components, and insufficient comprehensive professional skills among students. To address these issues, this study proposes and systematically explores a reform path for implementing a “project-based” teaching model in this course. The article first analyzes the current difficulties in the course regarding faculty structure, teaching focus, and industry-university collaboration. It then demonstrates the significant benefits of introducing “project-based” teaching in improving faculty quality, optimizing resource allocation, achieving a “capability output” orientation, and deepening industry-university collaborative education. The core of the research constructs a complete teaching implementation path driven by specific industry projects, encompassing five stages: “goal setting—team division of labor—design iteration—result evaluation—value extension.” It emphasizes the comprehensive cultivation of students’ design innovation, project management, and market adaptability through real-world scenarios, teamwork, and diverse evaluations. The conclusion shows that the “project-based” teaching model effectively connects theory and practice, representing a key reform measure for cultivating compound packaging design talents that meet industry needs, and providing a referable solution and theoretical support for the innovation of related design courses.