近年來設計意識抬頭，隨著政府申辦2016世界設計之都，不僅在各領域裡推動設計思考，也舉辦了許多中小學教師研習的活動，鼓勵設計思考進入到學校教育，希望各科教師能夠在教學上有所創新，筆者亦身為高職設計科教師，本文即為將設計思考融入高職設計群課程來做為教學，指導木柵高工綜高科設計學程的高二學生，進行校園空間的改造，一方面將學生在應用設計思考做設計時，觀察應用設計思考的小組合作與投入程度，與最後設計結果的評價程度是否呈顯著關係，做為本文的研究主題，另一方面更能在實施的過程中，反思自己的教學，探究進行之中的教學問題以提高教學品質，以建立理論和知識的實踐。
本研究將設計學程二十八位學生，依專業科目的學業成績平均分組的方式，採四人一組，共分為七組，使每組之間的能力與學業成績皆平均，如此能客觀觀察各組應用設計思考的投入程度與團隊合作狀況；課程以IDEO設計思考的五步驟，分為五週進行，每週為四小時，在每週課程結束後，撰寫回饋單紀錄學習過程，利用同學的自評與他評成績，與筆者觀察課堂的表現成績，分為知識、情意、技能三大項來計算出每組參與設計投入程度的高低，在課程的最後，邀請在校的其他五位專業教師，以使用者的角度，對各組作品進行評分，統計出排名。
研究結果發現在設計思考的運用過程中，組內成員投入程度高且合作關係越良好的組別，作品的成果在教師評價中也是越佳的，反之，組員之間默契不足或因意見不和而有紛爭者，運用設計思考的投入程度相對較低，影響學習過程，成果也較不突出。這可推論出設計作品的成功，除了在設計思考上有良好的運用之外，成員彼此的團隊合作也扮演著重要的角色。另外，在學生所撰寫的學習單發現，將設計思考融入課程中，大多同學們認為課程的挑戰性較以往提高，但透過小組內不斷的討論與腦力激盪，學習的專注度與吸收力也比以往的課程有大幅的提升，未來教師可設計思考應用在各學科上，提升學生的學習動機與興趣。

With increased awareness of design in recent years and the government’s success in earning Taipei the title of the World Design Capital 2016, not only is design thinking promoted in all areas, but a number of training programs for elementary and high school teachers are held. Teachers are encouraged to apply design thinking to school education so that they can add innovation to their teaching. The researcher of this study is also a teacher in a design department of a vocational high school, and this study is based on a teaching experiment using design thinking that is integrated with vocational high school design courses. In the experiment, second graders of the Design Department in the Comprehensive High School Division of Muzha Vocational High School were guided in the campus spatial remodeling. On the one hand, their teamwork spirit and commitment in applying design thinking were observed, and whether their collaboration and devotion would reach a significant relationship with the appraisal results of the final design was taken as the research theme. On the other hand, the researcher was enabled to improve her teaching quality during the experiment in order to establish theory and put the theory into practice.
Twenty-eight students in the Design Department were selected and divided into seven groups (four students in each group) according to their academic performance in professional subjects. The ability and academic performance of the students in each group were close to one another, which allowed for an objective observation of each group’s commitment and teamwork spirit when applying design thinking to the campus spatial design. Courses were conducted in five weeks (four hours in each week) using the five steps of the IDEO design thinking. Students were required to submit a feedback sheet to track their learning process at the end of each week’s courses. Through students’ self-assessment scores and their classmates’ assessment scores, as well as the researcher’s observation of each student’s performance in class, each group’s level of commitment to the design was calculated in three categories: knowledge, affection, and skills. At the end of the five-week courses, five teachers of professional subjects in Muzha Vocational High School were invited to appraise and rank the works of each group from the perspective of users.
The results showed that the higher the level of commitment and cooperation in the process of applying design thinking was, the higher scores the group would obtain for their works in the appraisal. On the contrary, disagreements, disputes, and lack of mutual understanding led to less commitment, and poorer scores accordingly. This can prove that teamwork spirit plays an important role in designing excellent works, in addition to a good application of design thinking. On top of that, the feedback sheets showed that most students believed the curriculum integrated with design thinking was much more challenging and that discussions and brainstorming in such a curriculum also enhanced their concentration and learning effectiveness. It is suggested that teachers use design thinking in various disciplines in the future to enhance students' learning motivation and interest.

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