在跨域合作盛行的時代，「設計思考(Design Thinking)」被帶入產學界，許多新創團隊與公司部門也引入這項新興的思維模式，協助產業的創新與翻轉，而教育界也掀起一波學習熱潮，不僅有大專院校開始推行，義務教育也納入了相關的學習內容。現今教育體制強調核心素養，設計思考作為創新思維應用，能幫助國小兒童多元學習並培養各方面能力。對於教導兒童設計思考的研究及應用近年來不斷擴展，然而目前在教學方面缺乏因應而生的教具或課程設計方針，因此研究者以設計本位研究法，進行三階段的研究，開發一套適用於國小兒童的設計思考教具。
在第一階段透過半結構式深度訪談，以主題分析編碼並以三角校正確認其有效性，也使用 KJ 法歸納出教與學兩方面的問題與挑戰，發現設計思考在國小兒童教育中有三個主要挑戰：一、過於複雜的學習任務； 二、抽象的事物與教學方式；三、難以理解的專業知識。奠基於這樣的訪談分析結果與進一步的文獻探討，研究者初步設計一套設計思考教具並進行第二階段前導課程試行，以了解此教具的缺失。接著，研究者再迭代設計第二版本，進行第三階段正式課程及教具實施，運用課堂上與課後訪談所蒐集的質性資料，綜合評估教具與課程設計對於教學的影響，同時也討論國小學生學習的狀況。本研究發現，足夠且適當的引導，對國小學生學習設計思考有其重要性，而本研究所研發的教具可以協助教學的具體指引。
透過文獻探討、迭代測試、完善設計的過程，本研究提出一套適用於國小中高年級兒童的設計思考教具與課程設計，期望能降低學生學習門檻，也為設計思考教育者提供教導兒童的方針，擴展設計思考運用在小學教育體制的可能性。

In the era where interdisciplinary collaboration is prevalent, ‘Design Thinking’ was taken to the industry and academia sectors and sparked a wave of learning enthusiasm. The compulsory education has also incorporated relevant learning content. Because it helps children engage in diverse learning experiences and cultivate various abilities, which are emphasized by the current education system. Even though research on children's learning Design Thinking continues to expand, there is still a lack of teaching tools. Therefore, the researcher conducted a three-phase study using the design-based research to develop a set of Design Thinking teaching aids suitable for elementary school children.
In the first phase, in-depth interviews were conducted, coded by thematic analysis, and triangulated to confirm their validity, and the KJ method was used to summarize the challenges in teaching and learning. Three main challenges were found in Elementary School children's Design Thinking education: (1) over-complex learning tasks, (2) abstractive teaching methods, and (3) difficult-to-understand professional knowledge. Based on the findings and further literature review, the researcher initially designed a teaching aid and conducted a pilot program to understand the weaknesses of the tool. Then, the researcher iteratively designed a second version and conducted a formal course as the third phase to comprehensively evaluate the impact, as well as to discuss the students’ learning state, utilizing the data collected from the classroom and interviews. The study found that adequate and appropriate guidance is important for elementary school students to learn Design Thinking, and that the teaching aids developed in this study can provide specific guidance for teaching and learning.
Through the process of literature review, iterative testing and designing, this study proposes a set of Design Thinking teaching aids for elementary school children, with the hope of lowering students' learning thresholds, providing Design Thinking educators with guidelines for teaching, and expanding the possibilities of Design Thinking in the education system.

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