The Reform of the Curriculum of Design Education from the Perspective of Positive Psychology

During the course of China's fast growth, society has increasing demands for educational reform. Unlike other elementary disciplines, design puts more importance on practicality, which demands that, in the course of design education reform, more efforts should be made to stimulate students' subjective initiative and enhance students' problem-solving ability in case of failure. This paper systematically elaborates on a more scientific approach to curriculum reform suitable for China's educational system, based on positive psychology and taking grit into account. It conducts research and analysis of the curriculum reform of design education based on positive psychology using field research, logical analysis, and other methods of research. It is easier to design education curriculum reform from the perspective of positive psychology than from that of normal education curriculum reform, and the contribution of grit to participation in the educational curriculum reform towards positive psychology is much higher than in the traditional educational curriculum reform, as per experimental study. 

In present times, in China, some problems and social contradictions have arisen due to rapid development. Consequently, most researchers call this new phase of Chinese society a transitional period. While a country or nation is transitioning, its education system will tend to experience all forms of changes and reforms. Due to the progress and foresight of the development of modern education, educational transformation and reform should precede societal reform and transformation, and the progress and foresight of educational theories and thoughts should ensure the progress and foresight of educational development. Since the past few years, with the nation's interest and the constant shifts in the need of talent for the society, universities and colleges have carried out a lot of research on modifying the teaching content and curriculum system (Tadesse and Melese, 2016; Yun, 2017). Yet the outcome is far behind what society needs (Shmuel, 2018; Campbel, 2020). Positive psychology asserts that human nature can only be eliminated or repressed by developing and enhancing positive power. As a new movement in psychology, the positive educational concept endorsed by positive psychology presents a new study perspective. Though majority of colleges and universities' human capital development objectives are all at "technical application talents," their curriculum contexts and pedagogies are not consistent with the name (Koh, 2017; Mohamed and Ahmad, 2019). Positive psychology research has had mixed success among many scholars. For example, Li Jinzhen et al. in "Positive Psychology: A New Research Direction" examined the emergence, general research areas, and current development status of positive psychology. It is said that the concepts of positive psychology have emerged in previous psychological studies, following the extensive introduction and examination (Li, 2019). While it is no longer new, Vickers (2018) and Fu and Clarke (2019) are confident that its systematic and systematic examination can provide a new research direction for psychology. In "Positive Psychology: Ideas and Actions," Miao Yuanjiang introduced the central framework content of positive psychology as an idea and an action (Yuen et al., 2019). It outlines the gigantic response it has received within the academic and societal realms, and it gazes into the future of the positive psychology's growth trend with optimism and concern (Tao, 2017; Huang et al., 2021). Grit is a learning culture that challenges students to work through a string of failures before attaining success. Cultivation grit is a vital personality attribute that must be highlighted in China's new school system. In conducting educational reform studies, it is essential to take into account the influence of the personality attribute on educational achievement.

This research aims to encourage educational curriculum reform, as well as investigate and assess design education curriculum reform from positive psychology, as well as the disadvantages and flaws of traditional design curriculum education. Discuss and analyze the design of education curriculum reform according to the concept of positive psychology.