設計思考融入農村議題之課程設計與反思－以「創意農村大作戰」通識課程為例

Curriculum Design and Reflection on the Integrationof Design Thinking into Rural Issues-Takingthe 「Regenerating the Countryside」 General Course as an Example

邱奕儒(Yie-Ru Chiu) ； 謝婉華(Wan-Hua Hsieh)

《慈濟大學教育研究學刊》 16期 (2020/08) Pp. 141-167

https://doi.org/10.6754/TCUJ.202008_(16).0005

摘要

台灣農村面臨人口凋零、農民收入不足與嚴重老化等問題，為此政府推動「地方創生」並投入大量資金期望引導年輕人回流農村，然而多數年輕人對農村現況認知存在有極大的落差，起因於大學端缺乏有系統的課程設計來聯結農村現場以協助解決問題。為此，本研究以慈濟大學通識課「創意農村大作戰」修課同學為觀察研究對象：以設計思考（Design Thinking）為課程架構，並依同理、釐清、發想、原型及驗證等五步驟規劃帶領學生進入農村現場，採用問題解決導向教學。研究方法採「行動研究法」，同時透過質性之資料收集進行滾動式反思改良；並以量化評量學生在農村議題認知建構比較呈現教學成果。研究目的在於探討以設計思考融入教學之優劣、學習成效分析、遇到的問題及解決之道。研究結果指出以設計思考融入農村通識課程有助於學生面對複雜農村現場並發展創新解決方案；而量化學習成效前後測比較，在後測學生在課程中學習思考及解決問題的分數顯著增加，對農業相關議題及農村的發展更關心。在教學反思討論中，針對課程時段設計、現場之學習心態轉換、想法到實作、小組合作學習及問題解決履歷等問題進行討論並提出改善策略；此外，研究建議在原本設計思考五大步驟的直線性課程設計中，應增加兩迴路，以適宜台灣學生的特性。本研究之成果有助於日後地方創生相關課程設計，可望為農村發展注入大學的能量。

關鍵字

農村議題 ； 設計思考 ； 通識課程 ； 問題解決學習

並列摘要

Taiwan's rural areas are facing problems, such as a declining population, low income for farmers and severe aging. Therefore, the government promotes ＂Regional revitalization＂ and invests large amounts of money in hopes of attracting young people back to the countryside. However, most young people have a gap in their perception of the current situation in rural areas. This is due to lack of systematic curriculum design at the university level to connect rural scenes for helping solve various problems. Hence, the observation object of this study is students of the ＂Regenerating Countryside＂ general course taking design thinking as the curriculum framework, following the five-step plan of emphasizing, defining, developing, prototyping and testing to lead students into rural scenes, while adopting problem-solving-oriented teaching. The research method adopts the ＂action research method;＂ meanwhile, it conducts rolling reflection and improvement through qualitative data collection; it quantitatively evaluates students' cognitive construction of rural issues, and then presents teaching results. The purpose of this research is to explore the advantages and disadvantages of integrating design thinking into teaching, analysis of learning effectiveness, problems encountered and solutions. Research results indicate that integrating design thinking into rural general education courses helps students face complex rural scenes and develop innovative solutions. While quantifying the effectiveness of learning before and after comparisons, post-testing students has significantly increased their scores in learning to think and solve problems in the curriculum. They have become concerned about agricultural issues and rural development. In teaching reflection discussions, course design, on-site learning mentality changes, ideas for implementation, group collaborative learning, and problem solving were covered, and suggestions for improvement were made. In addition, the study suggests that in the linear course design and design thinking of the five-steps, two loops should be added to meet the characteristics of Taiwan students. The results of this research will help in the future curriculum design of ＂Regional revitalization,＂ and it is expected to inject university energy into rural development.

並列關鍵字

agricultural issue ； design thinking ； general course ； learning problem solving