現今快速擾動的大環境，促使跨領域合作以及彈性操作成為應對眾多狀況的解決方式。而於設計教育中，學習環境的提供、教育者傳授知識、學習者學習知識的方式便顯得極為重要。因此如專家那般，於設計實踐中依不同場域靈活運用設計方法，常為設計教育者與學習者期望達成的學習效果。因此，本研究期待透過反思寫作與同理心地圖的相互結合，提升學習者對於設計專案所遇到困難與收穫的敏銳度，以及即時處理的應變能力。
這項研究透過將同理心地圖與反思寫作帶入「考古與設計」課堂之設計專案，探究同理心地圖反思寫作對於學生在進行設計時有何影響與幫助。於此研究者綜合了三個研究問題。首先（RQ1），透過Kember等人（2000年）設計的QRT問卷和Sobral（2001年）設計的RLS問卷，分析了反思、學習能力的改變。設計學生須在課程開始和結束時完成這些問卷，而搜集後的資料，使用Wilcoxon signed-ranked test對反思寫作進行量化分析得出學生自評的前後測結果。其次（RQ2），該研究探討了在四個設計流程階段中的同理心地圖反思寫作設計素養狀況，為此研究者採用一套融合設計能力態度文獻、更適合當代的設計素養編碼系統進行編碼分析。第三（RQ3），研究探討了學生在反思寫作之後對於設計流程知識理解的改變，以主題分析法的方式進行前後測內容比較。由分析結果可知，在反思能力方面，學生們對於自己在反思實踐的狀況上覺得自己更游刃有餘；在設計素養方面，在宏觀整合思維方面所獲得的思維練習為最多的；在設計流程學習方面，學生對於執行方法操作細節、各項原因、心態上的調整表述最多，推論在反思的過程也讓他們思考適合自己的執行方法、心態為何。綜述以上，同理心地圖反思寫作在設計教育中皆有輔助學生的反思能力和設計素養、設計流程學習提升的作用。
此研究主要期望能運用同理心地圖作為反思寫作工具，讓學生能於反思寫作的過程中，不僅提升自己的設計素養與反思能力，亦能更加了解自己。除此之外，更期望將研究成果透過分享來推廣設計反思與延續此研究之影響力。

In today's rapidly changing environment, interdisciplinary collaboration and flexibility are essential in design education. Providing a supportive learning environment and effective teaching methods is crucial. This study aims to enhance students' sensitivity to challenges in design projects and their ability to respond promptly by integrating reflective writing with empathy maps.
The research investigates the impact of using empathy maps in reflective writing within a design course, focusing on three key areas: changes in reflection and learning abilities, the role of empathy map reflective writing in developing design literacy, and the understanding of design process knowledge. Results show that empathy map reflective writing significantly improves students' confidence in reflection, enhances their macro-integrative thinking, and deepens their understanding of the design process.
Overall, the study demonstrates that empathy maps are effective tools for improving students' design literacy and reflection abilities, while also encouraging deeper self-understanding. The research aims to promote the use of design reflection and extend its impact by sharing these findings.

尹惠植. (2024). AI世代來襲，面對未來工作挑戰，你最須具備的十種關鍵能力！｜天下雜誌. https://www.cw.com.tw/article/5129418
方素惠等人. (2024, April). 2024.04月號 EMBA雜誌NO.452. https://www.shopemba.com/products/202404月號-no452-│-如何鍛鍊你的心理韌性
林文琪. (2019). 我寫•我思•我在：反思寫作教學的理論與實踐. 五南圖書出版公司.
馬敏元、謝辰甫、遲家琦、黃品賀(2022)。設計思考驅動革新的軟實力。In 設計與科技-跨域整合驅動創新的研究與實踐 (第一版，頁13-21)。財團法人台灣設計研究院。
高杉尚孝. (2014). 麥肯錫情緒處理與菁英養成法: 為什麼從這家公司出來的人, 都這麼強? | 生涯規劃 | 商品 | 誠品線上. https://www.eslite.com/product/1001191562319178
教育部. (2022). 十二年國教課程綱要-國家教育研究院 | 前瞻.開創.教育智庫. https://www.naer.edu.tw/PageSyllabus?fid=52
臺北醫學大學 反思寫作中心. (2022, August 22). http://crw.tmu.edu.tw/Front/intro011/intro015/Page.aspx?id=%2BuRB2htDw2A=
羅靖姈. (2021). 設計思考在課程教學上的困境及解決策略. 臺灣教育評論月刊, 10(12), 頁 82-86. https://doi.org/10.1596/1020-797X_12_1_29
Adam M. Grant. (2021, February 2). Think Again: The Power of Knowing What You Don’t Know by Adam Grant | Goodreads. https://www.goodreads.com/book/show/55539565-think-again
Allan, H. S. (2011). DEBRIEF: A reflective tool for workplace based learning. https://www.semanticscholar.org/paper/DEBRIEF%3A-A-reflective-tool-for-workplace-based-Allan/0928f1cb86e12390aa59c0f60574605d0918a66f
Bain, J. D., Ballantyne, R., Packer, J., & Mills, C. (1999). Using Journal Writing to Enhance Student Teachers’ Reflectivity During Field Experience Placements. Teachers and Teaching, 5(1), 51–73. https://doi.org/10.1080/1354060990050104
Bass, J., Fenwick, J., & Sidebotham, M. (2017). Development of a Model of Holistic Reflection to facilitate transformative learning in student midwives. Women and Birth: Journal of the Australian College of Midwives, 30(3), 227–235. https://doi.org/10.1016/j.wombi.2017.02.010
Borton, T. (1970). Reach, touch, and teach. https://www.semanticscholar.org/paper/Reach%2C-touch%2C-and-teach-Borton/c09699129c9c832e6ab4ade9aeb0709fecd8f5a4
Boswell, J. F., Thompson-Hollands, J., Farchione, T. J., & Barlow, D. H. (2013). Intolerance of Uncertainty: A Common Factor in the Treatment of Emotional Disorders. Journal of Clinical Psychology, 69(6), 10.1002/jclp.21965. https://doi.org/10.1002/jclp.21965
Boud, D., Keogh, R., & Walker, D. (Eds.). (1987). Reflection: Turning experience into learning. Routledge, Taylor & Francis Group.
Center for Reflective Writing Taipei Medical University. (2022, August 22). http://n2nrw.tmu.edu.tw/main.php?
Dewey, J. (1986). Experience and Education. The Educational Forum, 50(3), 241–252. https://doi.org/10.1080/00131728609335764
Dosi, C., Rosati, F., & Vignoli, M. (2018). MEASURING DESIGN THINKING MINDSET. DS 92: Proceedings of the DESIGN 2018 15th International Design Conference, 1991–2002. https://doi.org/10.21278/idc.2018.0493
Ericsson, A., & Pool, R. (2016). Peak: Secrets from the new science of expertise (pp. xxiii, 307). Houghton Mifflin Harcourt.
Gibbs, G., & Unit, G. B. F. E. (1988). Learning by Doing: A Guide to Teaching and Learning Methods. FEU.
Griffin, M. L. (2003). Using Critical Incidents to Promote and Assess Reflective Thinking in Preservice Teachers. Reflective Practice, 4(2), 207–220. https://doi.org/10.1080/14623940308274
Iwabuchi. (2020). Design Education for this Century | by Masaki Iwabuchi | UX Planet. https://uxplanet.org/redefining-the-word-design-676d7a874281
John,C. (1993). Professional supervision—JOHNS - 1993—Journal of Nursing Management—Wiley Online Library. https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1365-2834.1993.tb00177.x
Kalk, K., Luik, P., Taimalu, M., & Täht, K. (2014). Validity and Reliability of Two Instrument to Measure Reflection: A Confirmatory Study. Trames. Journal of the Humanities and Social Sciences, 18(2), 121. https://doi.org/10.3176/tr.2014.2.02
Kaner, S. (2014). Facilitator’s Guide to Participatory Decision-Making. John Wiley & Sons.
Kember, D., Leung, D. Y. P., Jones, A., Loke, A. Y., McKay, J., Sinclair, K., Tse, H., Webb, C., Yuet Wong, F. K., Wong, M., & Yeung, E. (2000a). Development of a Questionnaire to Measure the Level of Reflective Thinking. Assessment & Evaluation in Higher Education, 25(4), Article 4. https://doi.org/10.1080/713611442
Kember, D., Leung, D. Y. P., Jones, A., Loke, A. Y., McKay, J., Sinclair, K., Tse, H., Webb, C., Yuet Wong, F. K., Wong, M., & Yeung, E. (2000b). Development of a Questionnaire to Measure the Level of Reflective Thinking. Assessment & Evaluation in Higher Education, 25(4), Article 4. https://doi.org/10.1080/713611442
Kolb, D. (1984). Experiential Learning: Experience As The Source Of Learning And Development. In Journal of Business Ethics (Vol. 1).
Lindberg, T., Meinel, C., & Wagner, R. (2011). Design Thinking: A Fruitful Concept for IT Development? In C. Meinel, L. Leifer, & H. Plattner (Eds.), Design Thinking (pp. 3–18). Springer Berlin Heidelberg. https://doi.org/10.1007/978-3-642-13757-0_1
Ooi, S. M., Fisher, P., & Coker, S. (2021). A systematic review of reflective practice questionnaires and scales for healthcare professionals: A narrative synthesis. Reflective Practice, 22(1), 1–15. https://doi.org/10.1080/14623943.2020.1801406
Sobral, D. (2001). Medical students’ reflection in learning in relation to approaches to study and academic achievement. Medical Teacher, 23, 508–513. https://doi.org/10.3109/01421590109177952
Spitz& Zizka. (2021, January 25). Designing Design Education – Weißbuch zur Zukunft der Designlehre by avedition gmbh, Stuttgart—Issuu. https://issuu.com/avedition_stuttgart/docs/2021_weissbuch_issuu
van Manen, M. (1977). Linking Ways of Knowing with Ways of Being Practical. Curriculum Inquiry, 6(3), 205. https://doi.org/10.2307/1179579