設計思考融入職前師資培育課程之實施與成效：以適性教學為例

The “Adaptive Instruction” Course as an Example of the Application and Evaluation of a Teacher Education Program Course Incorporating Design Thinking

「適性教學」在職前師資培育課程中是相當重要的科目，目的在於培育師資生能以學生的需求為出發點，達到適性揚才的目的，培養其在教學現場能因應學生個別差異以進行差異化教學。本研究主要探討設計思考融入職前師資培育課程的價值，從師生觀點分析設計思考對學生學習狀況與學習成效的影響；另外，再從教學者的觀點反思融入課程對教師專業成長及學生學習成效之影響。研究對象為一名教學者及30 名師資培育學生。研究工具使用「學生自我效能評估表」、「學生學習興趣量表」、「學生核心能力評分表」等量化工具；另外，亦蒐集教學者的「教學研究日誌」、「學生作業及札記」等質性資料進行分析。在資料處理與分析部分，採用相依樣本t 檢定來檢驗學生教學前、後之自我效能和學習興趣的表現，並透過教師教學研究日誌、學生作業及札記，以及學生核心能力評分表等資料，探討以設計思考融入職前師資培育課程中對教師教學及學生學習的影響，最後提供未來類似課程之教學建議。

The current study assessed the impact of integrating design thinking into the process of teaching the adaptive instruction course central to a teacher education program. Action research was also incorporated to enhance teaching quality and learning performance. The first purpose of this study was to explore students’ self-efficacy, learning interest, problem-solving ability, team cooperation, and learning performance in the teacher education courses incorporating design thinking. The second purpose of this study was to use “the arrangement of the teaching program,” “the construction of the learning atmosphere,” “the planning of class management,” and “multiple evaluations” as four indexes to explore the teaching effectiveness of the course. Participants in this study were one teacher and 30 preservice teachers taking courses in teacher education. As instruments, we used a self-evaluated checklist of self-efficacy for students and a learning interest scale for students. Moreover, the teaching and reflection journals and student reports in class were included in our investigation. The data analysis methods included paired-samples t test for quantitative analysis and qualitative analysis of interviews, observations, and audio-visual recordings. In addition, suggestions for further study are proposed.