二十一世紀是知識經濟的時代，在這個以知識為導向的社會中，人們需要培養的是面對並解決複雜問題的能力。在台灣十二年國民基本教育的核心理念中也強調了「問題解決」、「創新」以及「自主學習」能力是培養現代人才的重要指標。許多先進國家認為設計思考能夠培養上述能力，紛紛將設計思考納入中學的課程之中。在探討了相關文獻以及實際參與設計思考課堂後，發現在設計思考的過程中，將思考視覺化以及提供良好的流程控管工具和流程鷹架來幫助學習者學習，十分地重要且過程中也具有許多挑戰。因此，本研究試圖討論並改善在設計思考學習活動中的問題與困境，讓學習者更有效地使用設計思考進行學習。本研究認為透過「設計思考」、「知識翻新理論」、「思考歷程與思考歷程導引」等方法論和理論的支持，開發一個良好的設計思考學習平台，將能夠有效地解決上述問題。並在上述之系統平台完成後，即採用「問卷調查法」針對38位高中生、4位正在攻讀碩士的研究生以及1位正在攻讀博士的博士生進行測試並分析，以評估「設計思考學習平台」之「科技接受度」和「鷹架功能及輔助工具知覺有用性」，並收集受測者的開放性回饋，在實驗結束後，將收集到的資料進行統計分析，發現受測者們普遍對於「設計思考學習平台」有正面回饋，期許未來能繼續改善系統，使其能夠真正落地、在設計思考課堂中使用。;The 21st century is the era of the knowledge economy, where the ability to face and solve complex problems is essential in a knowledge-driven society. The core principles of Taiwan′s twelve-year basic education emphasize the importance of problem-solving, innovation, and self-directed learning in cultivating modern talents. Many advanced countries believe that design thinking can foster these abilities and have incorporated design thinking into secondary school curricula. Through an examination of relevant literature and participation in design thinking classrooms, it has been observed that visualizing thinking processes and providing effective process management tools and scaffolding are essential in facilitating the learning process. Therefore, this study aims to discuss and improve the issues and challenges in design thinking learning activities, enabling learners to utilize design thinking more effectively. By employing methodologies and theories such as design thinking, knowledge building theory, and thinking routines, this research aims to develop a well-designed platform for design thinking learning that can effectively address the aforementioned problems. After the development of the platform, a preliminary study was conducted by a questionnaire survey to assess the "technology acceptance" and "perceived usefulness of learning scaffolds and assistive tools" of the design thinking learning platform, involving 38 high school students, 4 master′s students, and 1 doctoral student. Open-ended feedback was also collected. The research data were then statistically analyzed to obtain the final results. The findings revealed positive feedback from participants in all dimensions of the design thinking learning platform. It is hoped that this system will continue to be improved and utilized in real classroom activities.
