设计的本源是解决问题和满足需求。从设计过程发展形成的设计思维，是一种以人为本的思维模式，是一种认识、思考和解决问题的活动方式，强调同理心观察与探寻、调研中学习、快速建模与尝试、迭代思考和反复完善。设计思维并不是培养设计师，而是一种创造性思维与活动方式，通过迭代和反复的设计、测试与行动带来改变与创造。设计思维注重学生认识与解决问题中思维品质的培养，有助于培养学生跨学科整合、自主发展、合作参与、创新实践的素养。 本研究聚焦于初中生设计思维培养，先整合与分析国内外关于设计思维的文献资料，界定其内涵，并梳理设计教育的发展与脉络。同时，笔者系统分析国外设计思维应用于中小学的经典案例：全球创意行动DFC教学项目（感受、想象、行动、分享）、斯坦福设计学院D.School的设计思维方法（同理心、需求定义、创意动脑、制作原型、实际测试）、IDEO的设计思维模式（发现、解释、构思、实践、发展）、乐高机器人课程模式（确定问题、分解问题、规划、尝试解决方案、修改、反复设计尝试、交流）。在实例分析中探究国外设计思维教学模式，借鉴其培养学生的教学方法和策略。在此基础上，设计项目与活动，以笔者所在学校的学生为研究对象，开展行动研究，将设计思维的教学与核心素养的培养结合起来，在项目与跨学科学习中开展初中生设计思维的培养，研究设计思维培养的策略。在两年的行动研究中，开展了三轮行动研究和六个主题项目学习：社区设计与行动、对椅子再设计、认识与规划自己、设计制作自己的故事、故事再设计、Robot-城市小助手。三轮行动研究以创新自信力和同理心观察为基点，从设计思维初步培养出发，学生在项目学习中熟悉设计思维解决问题的流程与阶段，然后在不同阶段和流程中掌握设计思维方法和工具，最后应用设计思维解决跨学科问题，层层递进中螺旋渐进地培养学生设计思维。在行动研究中初步得到以下结论：学生设计思维的培养需要渐进式地推进；在具体问题解决和生活应用中培养；跨学科整合项目能促进学生设计思维提升；使用设计思维的方法（如田野调查、建模与迭代测试等）能有效促进学生设计思维的提升；设计思维的培养需要在不同阶段使用不同的工具和方法。设计思维是一个系统与综合过程，在学生设计思维的培养上，需要设计教育形成自己学科知识系统，不仅要有自己工具与方法、概念与理论，还需要逐步建立设计理念、设计课程、教师队伍体系，从而促进设计教育的普及。

The source of the design is to solve the problem and meet the needs. The design thinking developed from the process of design is a thinking mode of Human-centered. It is a thinking mode of understanding, thinking and solving problems, emphasis on empathy observation and explore learning, fieldwork, rapid modeling and trial, the iterative thinking and improve again and again. Design thinking is not to train designers, but a creative way of thinking and activity, through iterative and repeated design, testing and action to bring about change and creation. Design thinking pays attention to the cultivation of thinking quality in understanding and solving problems and helps to develop students' key competencies of interdisciplinary integration, independent development, cooperative participation and innovative practice. This study focused on the development of design thinking in junior high school students. First, it integrates and analyzes the literature of design thinking training at home and abroad, defines the connotation of design thinking, and combs the history and vein of design education. Integrating design thinking into primary and secondary education and teaching practice, there are not many domestic reference projects and examples. The study systematically analyzes the classic cases of foreign design thinking applied in k12: Design For Change(Feel-Imagine-Do-Share), the design thinking method of Stanford d.school(Empathy-Define-Ideate-Prototype-Test), the process of designing thinking in IDEO(Discovery-Interpretation-Ideation-Experomentation-Evolution). In the case analysis, the author explores the methods and processes of foreign design thinking education and teaching and draw lessons from it to train students' teaching methods and strategies. On this basis, the author designs projects, contents and methods to train students' design thinking. This study combines the teaching of design thinking with the training of key competencies, and develops the design thinking of junior high school students in the project and interdisciplinary learning. And consider the strategy of designing thinking training. In the two years of action research, the author has carried out three rounds of action research and six subject project learning, the six projects are Design and Action for Community, Re-Design the Chair, Know and Design Yourself, Design and Make Your Story, Design Story Ⅱ, Design City Robot Assistant. The research of three rounds of action is based on innovative self-confidence and empathy. In the project, starting from the preliminary training of design thinking, students are familiar with the process and stage of the design thinking solving problems in the project learning, and then the design thinking methods and tools are trained in different stages and processes in the process and stage of designing thinking solving problems. In the later stage of the project, we apply design thinking to solve interdisciplinary problems and develop students' design thinking spirally step by step. In the practice, record and reflection, there are some conclusions in the study. the training of students' design thinking needs to be promoted gradually, and the students' design thinking can be trained in the specific problem solving and life application; interdisciplinary integration projects can promote students' design thinking promotion; the use of design thinking methods (such as field investigation, modeling and iterative testing) can effectively promote the improvement of students' design thinking; the training of design thinking needs different tools and methods at different stages. Design thinking is a systematic and comprehensive process. In the training of students' design thinking, design education needs systematic subject knowledge system, not only to design thinking tools and methods, concepts and theories, but also to establish design concepts, design courses and teachers' team system so as to promote the popularization of design education.