設計思考應用於國小健康與體育領域課程之學習自我效能研究

A Study of Learning Self-Efficacy of Design Thinking Applied in Elementary School Health and Physical Education Curriculum

健康與體育領域以學生為主體，並以全人健康為課程目標，設計思考應用於課程教學方面具有鼓勵學生發覺問題、培養同理心與促進人際交流的特點，但設計思考應用於健康與體育領域課程的相關研究不多，因此，本研究以國小健康與體育領域之壓力調適課程為教學內容，應用設計思考五步驟進行紓壓設計教學活動之教學設計與實踐，採用學習自我效能理論進行前測後測問卷調查，以瞭解學生判斷自身習得能力的情形。研究結果發現：(1)學生可專注參與紓壓設計教學活動，並完成設計五步驟之學習，創意設計呈現多樣性；(2)學生學習自我效能明顯提高，尤其是同理他人部分，在設計部份未明顯提高；(3)學生認為設計思考應用課程可帶來正向的學習感受，並能看見他人的創意。本研究認為設計思考適用於健康與體育領域教學，建議可進行相關研究。

Health and physical education, with students as the focal point and holistic health as the curriculum objective, the characteristic of Design Thinking applied in teaching lies in encouraging students to identify issues, fostering empathy, and promoting interpersonal communication. However, there is limited research on the application of design thinking. The main purposes of this research are to apply Design Thinking 5-step process to stress adjustment curriculum construction and to evaluate elementary school students’learning self-efficacy after the curriculum by conducting a pre-test and post-test questionnaire survey.
The findings were as follows: (1) Students successfully completed the five-step Design Thinking process and presented diverse creative designs. (2) Students' learning self-efficacy showed significant improvement, particularly in the aspect of empathy towards others. However, the improvement in design abilities was not as pronounced. (3) Students perceived that the application of design thinking in the curriculum brought about positive and enjoyable learning experiences, allowing them to appreciate the creativity of others.
Based on these results, this study concludes that design thinking is applicable to teaching in the field of health and physical education. Such research will contribute to the development of learner-centered teaching approaches and promote the holistic health development of students in the realm of health and physical education.