設計思考已廣泛應用於各教育階段與領域中，成為培養學生能力的重要工具。然而，教學方式將可能影響學習設計思考的成效。本研究將教中學 (Learning by Teaching) 概念導入設計思考課程，結合以做中學為主的學習方式，激發學生透過多元方法學習設計概念，提升其學習動機與成效。本研究旨在探討教中學導入設計思考課程的特色，並檢視學生設計特質的提升狀況。在「設計思考實踐與推廣」目標課程中，學生轉變為教學者的角色，透過一系列的課程階段，依循(a) 課程說明、(b) 體驗設計、(c)設計教具、(d)迭代設計、(e)備課、(f)授課老師討論、(g)教中學與(h)反思迭代的歷程，逐步建構學生的設計特質。並透過實際教授國小老師設計思考，深化對設計概念的理解。
本研究透過文獻探討、課堂觀察、設計思考者特質量表、測驗卷及訪談調查，收集工業設計碩士班11位學生教導9位國小教師的綜合資料，探究教中學導入設計思考課程有何特色與學生設計特質提升狀況。此外，探討教中學特色與培養設計特質之間的關聯性。於此研究者綜合了三個研究問題。首先(RQ1)，透過課後訪談，分析教中學導入設計思考課程有何特色。其次(RQ2)，以跨領域設計思考者特質量表、測驗卷以及訪談，檢視設計特質的提升狀況。第三(RQ3)，從量表、測驗卷與訪談來綜合分析教中學特色與設計特質培養之間的關聯性。上述收集的量表資料，使用Wilcoxon signed ranked test進行量化分析得出學生自評的前後測結果；測驗卷採用主題分析法的方式進行前後測內容比較；訪談結果逐字稿則以教中學特色與設計特質編碼系統進行編碼與對應分析。由分析結果可見，在教中學導入設計思考課程的特色方面，學生提出三大類特色，包含教學準備而促進概念釐清、從觀察與體驗中獲得啟發、互動與回饋驅動的反思迭代；在設計特質的提升方面，教中學導入設計思考課程能顯著培養A(以人為本)與E(動力心態)兩項設計特質，推論在教中學的高度實作性、互動性與教學導向的實踐模式下，使其設計特質從理論內化為實踐能力。綜上所述，教中學導入設計思考課程在設計教育中有輔助學生設計特質培養與深化學習設計概念的作用。

This study explores the characteristics of integrating Learning by Teaching (LdT) into design thinking courses and its impact on students' design traits. The participants included 11 graduate students in industrial design who taught design thinking to 9 elementary school teachers, following an eight-stage process: (a) course orientation, (b) design experience, (c) teaching aid design, (d) iterative design, (e) lesson preparation, (f) discussion with instructors, (g) teaching practice, and (h) reflective iteration. Data collection involved a design thinking trait scale, written tests, and interviews. A mixed-methods analysis was conducted using the Wilcoxon signed-rank test and thematic analysis. Results identified three distinctive features of LdT in this context: conceptual clarification through teaching preparation, inspiration through observation and experience, and reflection driven by interaction and feedback. In terms of design traits, students demonstrated significant improvement in two dimensions: A (Human-centered) and E (Dynamic Mindset). The findings highlight the value of LdT’s practice-oriented and interactive nature in fostering students’ design traits and deepening their understanding of design thinking.

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