Design for Change（DFC）學習法之實踐與形塑學生核心素養之研究

自社團法人臺灣童心創意行動協會（DFC臺灣）成立以來，源自印度的Design for Change（DFC）在臺灣教育現場已累積了豐富的實踐經驗與影響力。經歷組織轉型後，DFC臺灣透過師資培訓和課程共備工作坊，致力於將DFC學習法應用於學校課程，以期將該學習法的學習歷程與影響力深植於臺灣教育的脈絡中。本研究旨在梳理DFC臺灣詮釋與推廣的DFC學習法，探討其在臺灣學校課程中的應用與實踐原因及學習歷程，並分析DFC學習法如何形塑學生的核心素養。本研究採用質性研究方法，綜合分析DFC臺灣推廣DFC學習法的觀念視角，以及DFC種子教師應用DFC學習法的實踐經驗，進而探究推行與使用DFC學習法的原因，盤點與梳理DFC學習法的學習歷程內容，並在108課綱的脈絡下，分析學生在DFC學習歷程中核心素養的培養。研究結果顯示，推行與使用DFC學習法的原因來自DFC臺灣組織願景及教師的教學與實務需求。而DFC學習法的學習歷程分為感受、想像、實踐和分享等四個階段，學生在感受階段經歷「發現問題」、「探究問題」與「聚焦問題」；在想像階段經歷「設定目標」、「發想點子」與「評估解決方案」；在實踐階段經歷「規劃行動方案」、「原型製作與實際執行」與「蒐集使用者回饋」；在分享階段經歷「盤點與反思學習歷程」、「擴散影響力」與「迭代」。最後，學生在DFC學習歷程中，108課綱三面九項核心素養皆可能透過DFC學習法獲得培養。根據研究結果，本研究提出了關於DFC臺灣推廣DFC學習法的建議、教師實施DFC學習法的建議，以及未來研究的建議。

關鍵字

DFC學習法；教學實踐；學習歷程；學生核心素養

並列摘要

Since the establishment of Design for Change Taiwan (DFC Taiwan), the Design for Change (DFC) learning method, originating from India, has accumulated extensive practical experience and influence in Taiwan. Following an organizational transformation, DFC Taiwan has focused on applying the DFC learning method to school curricula through teacher training and collaborative curriculum workshops, aiming to embed the learning process and impact of the DFC learning method deeply within the context of Taiwan's education policies. This study aims to explore and analyze the DFC learning method as interpreted and promoted by DFC Taiwan, investigating its application and practice in Taiwanese school curricula, as well as examining how the DFC learning method cultivates students' core competencies. Utilizing qualitative research methods, the study synthesizes perspectives on the DFC learning method as promoted by DFC Taiwan and the practical experiences of DFC seed teachers in implementing the method. The research further explores the reasons for promoting and using the DFC learning method, outlines and reviews its learning process, and analyzes the cultivation of students' core competencies within the framework of the Curriculum Guidelines for 12-Year Basic Education (108 Curriculum Guidelines). The research findings indicate that the promotion and use of the DFC learning method are driven by the organizational vision of DFC Taiwan and the teaching and practical needs of educators. The DFC learning process is divided into four stages: Feel, Imagine, Do, and Share. In the Feel stage, students experience "problem discovery," "problem investigation," and "problem focus"; in the Imagine stage, they go through "goal setting," "idea generation," and "solution evaluation"; in the Do stage, they engage in "action planning," "prototype creation and execution," and "user feedback collection"; and in the Share stage, they undergo "learning process review and reflection," "impact dissemination," and "iteration." Ultimately, students' core competencies, as outlined in the 108 Curriculum Guidelines, can be developed through the DFC learning process. Based on the research findings, this study offers recommendations for the promotion of the DFC learning method by DFC Taiwan, for teachers implementing the DFC learning method, and for future research.