作者：刘清堂,王艳丽*,常瑀倍

出版刊物：Thinking Skills and Creativity

出版时间：2025年

内容摘要：

Solving design problems requires designers to engage in a continuous process of reflection, gradually clarifying the problem and seeking the optimal solution. Promoting student to reflect on their design solutions through well-designed reflective learning activities and scaffolding is a key approach to improving design performance. However, few empirical studies have explored the design of iterative reflective learning activities for design tasks and their impact on design performance and reflective thinking. Therefore, this study presented a scaffolded reflective thinking model based on previous research and implemented a three-stage reflective learning activity with different scaffolds at each stage to help student teachers solve an instructional design task. Thirty-three student teachers participated in the study. A mixed methods approach of content analysis, statistical analysis, and epistemic network analysis was used to analyze their instructional design artifacts and reflective journals to investigate student teachers’ design performance and development of reflective thinking. The results showed significant improvements in the quality, fluency, originality, and elaboration of student teachers’ instructional design artifacts. Their reflections focused mainly on task-related content and problems in the design artifacts. The progression of their reflective thinking from descriptive to dialogic reflection was evident, with more in-depth reflection on problems, content, and potential solutions observed in the later stages. In addition, this study revealed a positive correlation between student teachers’ reflective thinking and design performance and identified the three key roles of scaffolding in enhancing reflection and design performance. These findings highlight the importance of iterative reflective practice and scaffolding in solving design tasks and provide valuable educational implications for improving design performance.

设计问题的解决需要设计者通过持续反思逐步澄清问题、寻求最优解。通过设计合理的反思学习活动并提供相应支架，促进学生对其设计成果进行反思，是提升设计表现的关键途径。然而，现有研究较少针对设计任务设计迭代式反思学习活动，并实证探究其对设计表现与反思思维的影响。为此，本研究在既有研究基础上提出支架式反思思维模型，并实施包含不同阶段支架的三轮反思学习活动，以帮助师范生解决一项教学设计任务。33名师范生参与研究，研究采用内容分析、统计分析与认知网络分析相结合的混合方法，对其教学设计作品与反思日志进行分析，以考察师范生的设计表现与反思思维发展情况。结果显示：师范生的教学设计作品在质量、流畅性、原创性与细节丰富度上均有显著提升；其反思内容主要聚焦于任务相关要素及设计作品中存在的问题；其反思思维呈现出从描述性反思向对话性反思的明显进阶，后期阶段对问题、内容与潜在解决方案的反思更为深入。此外，本研究揭示了师范生反思思维与设计表现之间的正向关联，并识别出支架在促进反思与提升设计表现中的三个关键作用。这些发现突显了迭代式反思实践与支架支持在解决设计任务中的重要性，并为提升设计表现提供了有益的教育启示。