A Study of Design Thinking into Cross-Disciplinary Aesthetic Curriculum

Abstract

<p>問題導向學習的設計思考是以學生為中心的素養導向教學模式。本研究採實踐式行動研究，探討設計思考融入跨領域美感課程之教學實踐。研究者帶領四位教師以設計思考流程來發展跨領域美感課程，資料蒐集的方式包括問卷、教學觀察、學生學習單及心得、教學省思等。研究結果發現：一、設計思考融入跨領域美感課程之教學實踐，包含探美、選美、造美及見美四項教學歷程。二、跨領域美感課程學習成效良好，其中「科技應用」能力最佳、「創新設計」能力較弱。三、運用設計思考教學有助提升教師專業知能，但用「引導」代替「主導」考驗教學力。最後研究者針對設計思考的跨領域美感課程與教學提出三點建議：一、因應不同教學目標，彈性調整設計思考流程。二、強化「反思回饋」及「創新設計」的學習內容。三、將設計思考納入學校校訂課程，長期規劃與經營。期盼對教育現場工作者有所幫助。</p> <p> </p><p>Problem-based learning design thinking is a student-centered literacy-oriented teaching model. By using Practical Action Research, this study explores the teaching practices of integrating design thinking into cross-disciplinary aesthetic curriculum. The researchers led four teachers to develop a cross-disciplinary aesthetic curriculum using design thinking steps. The data were collected from questionnaire survey, teaching observation, student learning sheets and teaching reflection. The researchers found that: 1. The teaching practice of integrating design thinking into interdisciplinary aesthetic curriculum, includes four teaching processes: exploring beauty, selecting beauty, creating beauty, and seeing beauty. 2. The cross-disciplinary aesthetics curriculum was effective, showing the best ability in "Applied Technology" and the weaker ability in "Creative Design". 3. Integrating design thinking in teaching helps to enhance teachers’ professional competence, with ’guidance’ replacing ’leadership’ as a test of teaching ability. Finally, the researchers put forward three suggestions: 1. For different teaching objectives, the design thinking process should be flexibly adjusted. 2. The learning content of "Reflective Feedback" and "Innovative Design" should be strengthened. 3. Design thinking should be incorporated into school curricula, long-term planning and management. It is hoped that this study will provide helpful insights for educators in the field of education.</p> <p> </p>