USR課程中學習者的設計思考與跨域互動-以國立虎尾科技大學館校合作為例

Learners' Design Thinking and Cross-Domain Interaction in USR Courses: A Case Study of Collaboration between National Formosa University of Technology and a Local Museum

大學社會責任（USR）促使相關課程涉入社會議題，並期待為利害關係者帶來正面影響，構成施教的挑戰。本研究以與地方文化館合作之USR課程為例，採用設計思考教學。以質性研究方法探討學生、館長、及教師三大對象。目的為：探討（1）.實踐行動構想之產生形式、（2）.以學習者為中心的跨域互動機制、及（3）.教師的施教策略。透過分析概念出：依循主題、場域委託、專長驅動、及協力探索等構想產生型式，並綜合探討出「館舍屬性聯想」及「問題導向」等兩種學生構想策略。並借鑒近端發展區（Zone of Proximal Development，ZPD）及鷹架理論（Scaffolding Theory）等觀點，探討了學生團隊、館長、及教師的互動形式，結論提出「USR教學產生出多層次的鷹架支持結構，為學生與場域提供雙向支持」的論點，為教師提供識別跨域互動狀態的觀點框架，以及USR課程設計與實施上的策略。

University Social Responsibility (USR) encourages relevant courses to engage with social issues and aims to create positive impacts for stakeholders, presenting challenges in teaching. This study takes a USR course in collaboration with a local museum as an example, employing Design Thinking as the teaching methodology. Using qualitative research methods, it explores three key participants: students, curators, and the teacher. The objectives are to investigate: 1. the forms of idea generation in Practice, 2. learner-centered cross-domain interaction mechanisms, and 3. the teacher's teaching strategies. Through analysis, the study conceptualizes four forms of idea generation: theme-driven, field-commissioned, expertise-driven, and collaborative exploration. It also identifies two student idea-generation strategies: ''association with museum attributes'' and ''problem-driven.'' Additionally, from the perspectives of the Zone of Proximal Development (ZPD) and Scaffolding Theory, the interaction between student teams, curators, and the teacher is explored. The conclusion suggests that ''USR teaching creates a multi-level scaffolding support system, providing bidirectional support for both students and the field,'' offering teachers a framework for identifying cross-domain interaction states and strategies for USR course design and implementation.