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研究生： 林莞婷
Lin, Wan-Ting
論文名稱： 探討教育創新組織之小學端設計思考整合導入教育：以素養導向建構式學習為視角
Integrating Design Thinking Education into Elementary School by Educational Innovation Organization: A Competency-oriented Constructivist Learning Perspective
指導教授： 楊佳翰
Yang, Chia-Han
學位類別： 碩士
Master
系所名稱： 規劃與設計學院 - 創意產業設計研究所
Institute of Creative Industries Design
論文出版年： 2021
畢業學年度： 109
語文別： 英文
論文頁數： 370
中文關鍵詞： 十二年國民基本教育 、教育創新 、素養 、建構式學習 、設計思考 、重理解課程設計
外文關鍵詞： 12-year Basic Education Curriculum, Educational Innovation, Competency, Constructivist Learning, Design Thinking, Understanding by Design
相關次數： 點閱：187  下載：31 
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    • 學用落差的問題至今仍在台灣教育界中備受討論，隨著十二年國民基本教育的推出，加上教育創新產業的萌芽與興起，使得有越來越多人開始關注以專案為基礎的素養導向式課程設計，以及在其背後支撐的建構式學習理論之施行效率及成效。設計思考導入教育的課題在近幾年受到高度關注，有鑑於其強調探究與實作、跨領域整合、以及從真實世界出發的特性，與十二年國民基本教育所重視的素養精神有異曲同工之妙，為此，本研究欲根據重理解(Understanding by Design)之逆向課程設計架構，建立一以國小教師為對象之設計思考課程框架。
    本研究將以教育創新組織Design for Change Taiwan (DFC Taiwan)所推出之「校園大使計畫」進行個案分析，總計區分成三階段進行，以挖掘現今設計思考教育現況及設計思考訓練之執行與評量模組，並在12年國教之框架下提出一可執行之小學設計思考教案。本研究總計產出三版小學設計思考教案之模型，並透過半結構式深度訪談之方法進行資料蒐集與可行性驗證，提出適用於小學高年級彈性課程之教案設計。

    A skills gap from theoretical knowledge to practical application is always a critical issue in Taiwan's education field. The launch of the 12-year Basic Education Curriculum and the emergence of the educational innovation industry arouse the awareness of project-based competency-oriented curriculum design, which aims to achieve the efficiency and effectiveness of constructivist learning theory. Introducing design thinking into the educational field has received significant attention in recent years because the characteristics of design thinking track with a similar vision of the “core competency” listed in the new guidelines, including emphasizing exploring and doing, interdisciplinary integration, and the real-world scenario. Therefore, the purpose of this study was to create a design thinking curriculum framework for the teachers in elementary schools based on the backward curriculum design structure of Understanding by Design (UbD).
    This research takes the "Campus Ambassador Program" held by Design for Change Taiwan (DFC Taiwan), an educational innovation organization, as a case study. A three-phase study is designed in order to explore the current situation of the design thinking education, the implementation and evaluation modules of design thinking training, and then propose an effective design thinking curriculum for elementary school teachers under the framework of 12-year Basic Education Curriculum. A total of three design thinking curriculum prototypes were designed in this research. Data is collected and the feasibility is tested through the method of semi-constructed in-depth interview, with the aim to propose a series of design thinking curriculum which is suitable for the upper grades students in elementary school.

    Abstract i 中文摘要 ii Table of Content iii List of Figures vii List of Tables viii Chapter 1: Introduction 1 1.1 Research Background 1 1.1.1 The Dilemma of Learning for Practical Application 1 1.1.2 Current Status of the 12-year Basic Education Curriculum 2 1.1.3 Design Thinking as a Constructivist Learning Perspective 5 1.2 Research Motivation 6 1.3 Research Objectives and Questions 7 1.4 Research Concept 9 1.5 Key Terminology 10 Chapter 2: Literature Review 12 2.1 Emergence of the Concept of Competency: Definition and Frameworks 12 2.1.1 The Definition of Competencies in 21st Century 12 2.1.2 The Existing Frameworks of Competencies 14 2.1.3 The Significance of Competencies: Current Status in Taiwan 18 2.2 Emergence of Design Thinking: Introduction and Frameworks 19 2.2.1 Introduction of Design Thinking 20 2.2.2 Existing Frameworks of Design Thinking 23 2.3 Design Thinking as a Creative Constructivist Learning Way 27 2.3.1 Foundation of Constructivist Learning 27 2.3.2 Design Thinking for Education 30 2.4 Curriculum Design Methods of Creative Constructivist Learning 32 2.4.1 Constructivist Learning and 12- year Basic Education Curriculum 32 2.4.2 The Current Curriculum Design of Constructivist learning 33 2.4.3 Understanding by Design as a Tool for Curriculum Design 35 2.5 Emergence of Educational Innovation Organization 37 2.5.1 The Evolution of Educational Innovation 37 2.5.2 The Concept of Educational Innovation Organization 39 2.5.3 Global Development of Educational Innovation Organization 41 2.5.4 Educational Innovation Organization in Taiwan 43 Chapter 3: Research Design and Method 46 3.1 Research Framework 46 3.1.1 Research Structure 46 3.1.2 Research Flow 47 3.2 Case Introduction: Design for Change Taiwan 48 3.3 Research Method 50 3.3.1 Semi-structured In-depth Interview 51 3.3.2 Design-based Research Method 51 3.4 Research Design 53 3.4.1 Source of Data 53 3.4.2 Interview Structure 54 3.4.3 Research Schedule 55 Chapter 4: Data Analysis and Results 57 4.1 Source of Interview Data and Research Framing 57 4.2 Current Situation and Development of Design Thinking 64 4.2.1 Educational Innovation Development and Design Thinking Education 65 4.2.2 Development of Problem-based Learning in Educational Field 70 4.3 Evaluation Mechanism of Design Thinking Education 75 4.3.1 Program Introduction and Design Thinking Curriculum Design 76 4.3.2 Learning Results of the Design Thinking Training Program 87 4.3.3 Overall Problems and Confusing Points 99 4.4 An UbD Curriculum Design with Design Thinking Pedagogy 102 4.4.1 The Adjusted Design Thinking Curriculum Design 103 4.4.2 The First Round of Testing with Design Thinking Educator 119 4.4.3 The Second Round of Testing with Elementary School Teachers 143 Chapter 5: Discussion 187 5.1 Overall Discussion 187 5.2 Implication for Theory 188 5.3 Implication for Practice 189 5.3.1 Recommendations for DFC Taiwan 189 5.3.2 Recommendations for University Education 191 5.3.3 Recommendations for the Ministry of Education in Taiwan 191 5.4 Research Limitation 192 5.5 Recommendations for Future Study 193 Chapter 6: Conclusion 195 Reference 197 Appendix 206 Appendix I: Design for Change formula—FIDS for kids 206 Appendix II: Design for Change Taiwan— DFC Taiwan四步驟 207 Appendix III: Design For Change Taiwan校園大使計畫 208 Appendix IV: Design For Change Taiwan 教學資源範例 209 Appendix V: 本研究設計之第一版小學設計思考教案 213 Appendix VI: 本研究設計之第二版小學設計思考教案設計 222 Appendix VII: 本研究設計之第三版小學設計思考教案設計 241 Appendix VIII: DFC Taiwan營運長訪談彙整 276 Appendix IX: DFC Taiwan專員訪談彙整 287 Appendix X: 校園大使計畫參與學員訪談彙整 305 Appendix XI: 設計思考教育專家訪談彙整 329 Appendix XII: 現職國小老師實體訪談彙整 336 Appendix XIII: 現職國小教師線上回饋問卷填寫資料彙整 357

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