设计思维的概念内涵与培养策略

The Connotation and Training Strategies of the Design Thinking

创新人才培养是当前我国学校教育变革的重要目的。然而我国当下教育实践却凸显出并不乐观的教育生态:新旧范式简单并存、教师对评价认知简单、对"双主"模式理解简单、对学习者提供答案判断简单等。这在一定程度上约束了学习者的思维扩展宽度和深度,不利于教育的实质变革。设计思维作为一种新的理念和路径契合了当前我国创新人才培养的需求,为教育变革提供了新的路向。设计思维具有丰富的概念内涵,是人的知能结构的重要组成部分,强调设计与思维相依的双螺旋关系,具有生成性和创造性双重属性,并关注学习制品的生成。针对教学实践中如何培养学习者的设计思维这一核心问题,应该重点处理好培养目的、培养过程和培养结果三者之间的关系:即关注设计思维的培养目的是否指向现实世界的实际需求,尤其是创新人才的能力需求;培养过程是否建立有清晰的评判指标,尤其有助于学习者组织概念形成自洽的逻辑关系;培养结果是否有利于促进学习者的能力迁移和持续创新。

It is the important goal for Chinese educational reform to cultivate innovative talents. However, someabnormal phenomena in the education ecology such as simple coexistence of the old and the new paradigms ineducation, teachers＇ simple recognition of evaluation, simple understanding of double-dominating teaching model,simple judgment of students＇ answers and etc., constrained the width and depth of learner＇s thinking, and theeducation reform. As a kind of new ideas and paths, design thinking fits the requirement of the current innovativetalents cultivation. What＇s more, it provides a new way for education reform. Design thinking, with a richconnotation, is an important part of knowledge-skill structure, which focuses on the interdependency relationship ofthe double helix between design and thinking. It has two dual attributes of generative and creativity, and paysattention to the generation of learning artifacts. To solve the core problem that how to develop learners＇ designthinking in teaching practice, we should correctly handle the relations among purpose, process and result incultivation. In other words, the purpose of training should point to the actual needs of the real world, especially theability required for innovative talents. The process of training should set up a clear evaluation indicator, whichparticularly helps learners organize concept and form a self-consistent logic relationship. The results of the trainingneed to promote the ability transformation and continuous innovation of learners.