【作 者】：
尹 睿， 张文朵， 何靖瑜
【关 键 词 】：
数字时代； 设计思维； 设计框架； 技术整合的课目教育学知识； 教学能力
【栏 目】：
学科建设与教师发展
【中文摘要】：
在数字时代，教师不仅需要技术整合应用的信息化教学能力，更需要一种面向复杂学习环境为变革而设计的能力，即设计思维。本文基于国外文献的分析，揭示教师设计思维的三重要义：设计思维是一种针对技术变革情境的问题解决能力，是一种与一般教学能力相区别的智慧生成的能力，是一种直接指向知识创造的能力。同时，指出教师设计思维的发生过程，主要包括设计框架确立、设计模式开发与行动中反思三个环节。并以新加坡南洋理工大学的面向21世纪学习的数字化课程设计思维框架为例，阐述将课程（教学）内容、设计思维和21世纪技能相融合这一教师设计思维的发展途径，从而为教师发展设计思维提供了新的方式，也为教师开展技术融合式教学创新提供了新的思路。
【英文摘要】：
In the digital age, teachers need not only the competency for integration of teaching and technology, but also the ability to design for change oriented to complex learning environment, that is, design thinking. Based on foreign literature review, this paper proposes that design thinking is a kind of problem-solving ability for technological change situations, a kind of wisdom generation ability different from the general teaching ability and a kind of ability for knowledge creation. Meanwhile, this paper claims that the process of teachers' design thinking mainly includes three aspects: the establishment of design frame, the development of design model and reflection in action. Finally, this paper takes the design thinking framework of digital curriculum for 21st century learning proposed by Nanyang Technological University in Singapore as an example, expounds an approach to develop teachers' design thinking by integrating curriculum content, design thinking and 21st century skills, which provides a new way for teachers to develop their design thinking and also provides a new idea for teachers to carry out teaching innovation integrated by technology.