應用設計思考於國中家人關係課程之行動研究
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2022
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Abstract
本研究旨在探究設計思考於國中階段家人關係課程之實施歷程。本研究採行動研究法，以研究者所任教之國一學生為對象，而整套「與家人有約」主題課程共五個單元活動，分別為：同是一家人（1節）、What’s「愛」（1節）、從「心」靠近你（2節）、發現幸福（1節）以及愛的行動家（2節），共進行七節課的教學。資料分析的工具包括學生學習單回饋、同儕教師觀課紀錄及教師省思日誌等進行課程檢核與調整。歸納本研究之研究結果，主要有以下發現與結論，簡列如下：
一、成功發展出應用設計思考於國中階段之家人關係課程設計
（一）設計思考步驟能系統性地應用於各單元之重要概念中
（二）設計思考之理念精神適用於增進家人關係課程之特色
（三）設計思考步驟策略可作為家人關係與互動概念具象化之工具
二、應用設計思考於家人關係課程之實施狀況良好
（一）教師教學方法多元，課程內容連結生活經驗，助於提升學生學習意願
（二）學生將所學落實於日常生活中運用，提升家人關係與互動
（三）教師團隊合作有助於設計思考教學實施，促進教師專業成長
（四）透過行動研究的歷程使設計思考各步驟應用於課程中更臻完整
最後依據結論，針對教師教學實務及未來研究分別提出建議。
The study asims to explore the implementation process of design thinking in the family relationship curriculum at the middle school stage. This study used action research method. The subjects of this study are 3 junior high school freshman classes. The whole set of"Have an appointment with family" theme course consists of five units of activities, with a total of seven lessons. Data analysis tools include student worksheet feedback, peer-teacher classroom observations, and teacher reflection logs for course, etc., to check and adjustment. Summarize the results of this study, mainly in the following findings and conclusions: 1. Successfully developed the curriculum design of family relations by applying design thinking in middle school (1) Course key concepts and design thinking steps can be systematically integrated into each unit.(2) The spiritual concept of design thinking is in line with the characteristics of family relations curriculum.(3) Design Thinking Strategies as a Tool to Visualize Concepts of Family Relationships and Interactions.2. Applied Design Thinking is in good condition when implemented in the Family Relations Curriculum(1) Diverse teaching methods, and the content of the course is linked to life experience, which helps to enhance the willingness to learn.(2) Apply what you have learned into your daily life to improve family relationships and interactions.(3) Teamwork of teachers is conducive to the implementation of design thinking teaching and promotes the professional growth of teachers.(4) Through the course of action research, the application of design thinking steps to the curriculum is more complete.Finally, according to the conclusion, make recommendations for teachers teaching practice and future research.
The study asims to explore the implementation process of design thinking in the family relationship curriculum at the middle school stage. This study used action research method. The subjects of this study are 3 junior high school freshman classes. The whole set of"Have an appointment with family" theme course consists of five units of activities, with a total of seven lessons. Data analysis tools include student worksheet feedback, peer-teacher classroom observations, and teacher reflection logs for course, etc., to check and adjustment. Summarize the results of this study, mainly in the following findings and conclusions: 1. Successfully developed the curriculum design of family relations by applying design thinking in middle school (1) Course key concepts and design thinking steps can be systematically integrated into each unit.(2) The spiritual concept of design thinking is in line with the characteristics of family relations curriculum.(3) Design Thinking Strategies as a Tool to Visualize Concepts of Family Relationships and Interactions.2. Applied Design Thinking is in good condition when implemented in the Family Relations Curriculum(1) Diverse teaching methods, and the content of the course is linked to life experience, which helps to enhance the willingness to learn.(2) Apply what you have learned into your daily life to improve family relationships and interactions.(3) Teamwork of teachers is conducive to the implementation of design thinking teaching and promotes the professional growth of teachers.(4) Through the course of action research, the application of design thinking steps to the curriculum is more complete.Finally, according to the conclusion, make recommendations for teachers teaching practice and future research.
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設計思考, 國中生, 家人關係課程, 行動研究, Design thinking, Junior high school students, Family relationship curriculum, Action research