教育领域设计思维评价:模型、工具与方法

Evaluation of Design Thinking in Education:Models,Tools,and Methods

设计思维作为创新解决复杂问题的方法体系,为课程改革与教学创新提供了新思路。如何将设计思维应用于教育领域,又如何评价其成效,是推动设计思维深度教育应用需解决的关键问题。当前国内有关设计思维教育应用的研究集中在内涵与应用路径分析等方面,缺乏对其评价的系统研究。本研究通过文献调研,采用内容分析法,从评价模型与原则探索、评价工具开发以及具体情境的评价实施三个层面对已有研究进行分析,为推进设计思维教育应用提供参考。研究发现,研究者主要从思维发展和能力发展两个维度建构评价理论模型,并遵循多角度、学习者中心、发展性、全过程原则。研究者设计了量表、图示和测试任务等评价工具。在具体实施中,设计思维教育应用包括专门的设计思维课程、设计思维指导项目实践、设计思维指导课程教学、设计思维促进教师专业发展四大情境,覆盖各个教育阶段。评价研究主要关注个体的设计思维发展和设计思维的融入成效。评价内容涉及设计与成效,设计维度关注设计过程和设计成果,成效维度关注能力发展、思维发展、认知发展与态度转变。评价方式以混合评价法、质性分析法、调查访谈法为主,以量表法和测试任务法为辅。在混合评价法中,课堂观察、自我(团体)反思报告、设计成果评价是研究者常用的重要方法。本研究最后指出,教育领域设计思维评价应注意:1)设计思维评价具有过程性和复杂性,需坚持以人为本,不断迭代;2)以培养T型人才为价值导向,围绕设计思维的本质特征开展评价;3)加强模型工具与方法的融合,做到评价科学合理;4)理解具体教育教学情境,融合情境目标开展综合评价设计;5)面向教与学全过程收集数据,保证评价的连续性和系统性。

As a set of innovative methods to solve complex problems,design thinking provides new ideas for curriculum reform and teaching innovation.How to apply design thinking to education and evaluate its effectiveness is the key issue that we need to solve to promote the in-depth application of design thinking in education.The research on design thinking in education focuses on the connotation and application path analysis,which lacks systematic research on its evaluation in China.This research used content analysis to analyze existing research from three levels:evaluation model and principle exploration,evaluation tool development,and evaluation implementation in specific contexts through systematic literature research.It is expected to form an in-depth understanding of the evaluation of design thinking in education and provide a reference for the in-depth application of design thinking in education.It is found that researchers mainly construct relevant theoretical models from two dimensions:thinking development and ability development.There are four principles to adopt design thinking in education,including multi-angle,student-centered,developmental,and whole-process.Researchers mainly developed three types of evaluation tools,which are scales,diagrams,and test tasks.There are four types of design thinking context in education,including special design thinking courses,guiding project practice,integrating curriculum and teaching,and promoting teacher professional development,which covers all stages from K12 to higher education.These studies mainly focus on the development of individual design thinking and the effectiveness of design thinking integration.The specific evaluation content includes two dimensions:design and effectiveness.The design dimension focuses on the design process and design results,while the effectiveness dimension focuses on the development of ability,thinking,cognition,and attitude change.In terms of evaluation methods,researchers mainly use mixed evaluation,qualitative analysis,and survey interview,supplemented by scale methods and test task methods.In the mixed evaluation,classroom observation,self-group reflection reports,and design results are important methods that researchers often use in combination with other methods.Finally,it is proposed that the evaluation research on design thinking in education should pay attention to the following aspects:1)The process and complexity of design thinking evaluation call for persistence learners-oriented and continuous iteration;2)Take the cultivation of T-shaped talents as the value orientation,and carry out evaluation around the essential characteristics of design thinking;3)Strengthen the integration of model tools and methods to achieve scientific and reasonable evaluation;4)Practitioners needs to understand specific educational contexts,and integrate contextual goals to carry out comprehensive design;(5)Collect data for the whole process of teaching to ensure the continuity and systematisms of evaluation.