- 學位論文
應用設計思考發展素養導向課程之行動研究—以綜合活動領域為例
An Action Research on Applying Design Thinking to Competency-Based Curriculum Development — Taking the Area of Integrative Activities as an Example
摘要
面臨素養導向的教育改革，教師於課程發展實務面上，需要具體的實踐策略。相關研究指出，設計思考的特性與工具，有助於革新傳統的課程設計與教學模式。因此，為了瞭解設計思考是否為合適的素養導向課程設計實踐策略。本研究透過行動研究法，以綜合活動領域為例，探究教師應用設計思考發展素養導向課程的操作經驗、教學實踐情形。在COVID-19疫情影響與距離限制下，研究者與3位參與教師以線上協作的方式，應用設計思考方法共同發展素養導向的課程。並由研究者作為教學者，於桃園市某國中八年級班級實施課程。本研究彙整操作紀錄、教師訪談紀錄、觀議課紀錄、學生回饋、教師省思札記等多元資料加以分析。研究結果顯示，設計思考對教師發展素養導向課程具有多重效益，包括：（1）有助於掌握學生的生活情境脈絡，對應素養導向的原則。（2）協助教師釐清學習需求，並以明確的需求定義引導課程發展。（3）協助教師激盪多元的想法，促進教育專業交流。（4）引導教師關注學生學習歷程，積極面對問題，快速修正課程，並持續迭代。（5）促發教師對原有的教學進行自我反思，產生勇於改變的意願。綜合上述，設計思考可為教師提供明確的架構，作為教師發展素養導向課程之參考。
並列摘要
Teachers are currently facing competency-based education reforms and thus require specific and practical strategies for curriculum development. Relevant studies have reported that the characteristics and tools of design thinking help to innovate traditional curriculum design and teaching models. Therefore, this research aimed to understand whether design thinking is an appropriate strategy for competency-based teaching practice. The action research method was employed and the area of integrative activities was used as an example to explore the operating experience and teaching practice of teachers applying design thinking in the development of a competency-based curriculum. Under the influence of the Covid-19 pandemic and social distancing restrictions, the researcher and the three participating teachers used design thinking methods to develop a competency-based curriculum in an online collaborative manner. In addition, the researcher as a teacher implemented the curriculum in a junior high school in Taoyuan City, Taiwan. This research analyzed multiple pieces of data, such as teacher interview records, lecture observation records, student feedback, and teacher reflection notes. The results show that design thinking had multiple benefits for teachers in developing a competency-based curriculum, including (1) helping teachers to grasp the context of students’ lives, corresponding to the competency-based principle; (2) assisting teachers to clarify learning needs and guiding curriculum development with clear definitions of needs; (3) assisting teachers to generate diverse ideas and promoting educational professional exchanges; (4) guiding teachers to pay attention to the learning process of students, actively face problems, quickly improve the curricula, and continue to iterate; and (5) encouraging teachers to self-reflect on past teaching and possess a willingness to change. Based on these findings, design thinking can provide teachers with a clear framework as a practical strategy to develope competency-based curriculum.