【作 者】：
林 琳， 沈书生， 董玉琦
【关 键 词 】：
设计思维； 发展过程； 设计推理模式； 创新教学
【栏 目】：
理论探讨
【中文摘要】：
设计思维作为一种创新方法论，近年来在教育领域的应用不断丰富。早期，研究者为了寻找创新的实现路径，从对设计黑箱的探索中提炼出设计思维的概念，并随着研究的深入，对其内涵理解从设计师的认知方式衍生到创新方法论，价值定位从简单产品制作转向创新方案的提出，应用领域从设计领域扩展至各行各业。由此，教育领域开始广泛使用设计思维培养各行各业所需要的创新型人才。设计思维实现创新的作用机制源自设计推理模式，其内核是设计思维过程，该过程关注溯因推理、发散—聚敛、迭代设计和动态生成。基于设计思维过程开展创新教学实践，有利于提升教师的教学设计力、发展学习者的终身学习力。
【英文摘要】：
Design thinking(DT), as an innovative methodology, has been increasingly applied in the field of education recently. In the early days, in order to find the realization path of innovation, researchers have extracted the concept of design thinking from the exploration of designing black box. With the development of the research, the understanding of DT shifts from the designer's cognitive style to the innovative methodology, the value orientation of DT changes from simple product making to the proposal of innovative solutions, and the application of DT expands from the design field to all walks of life. Therefore, design thinking is widely used in the field of education to cultivate innovative talents needed by all walks of life. The mechanism of design thinking to realize innovation is derived from design reasoning mode and its core is to design the thinking process, which focuses on abductive reasoning, divergence-convergence, iterative design, and dynamic generation. Innovative teaching practice based on design thinking is beneficial to improve teachers' teaching design ability and develop learners' lifelong learning ability.