随着国际竞争的日益激烈，我国越来越重视对基础和高等教育中创新型人才的培养。而设计思维作为培养学生创造力必不可少的课程，可以对学生的思维习惯进行塑造，最大化地帮助学生释放创造力，破除学生对问题解决方式的固有观念，提高其创新思维能力。但是目前大多数的设计思维课程只停留在对健全人的教育上，很少有专门对特殊人群进行的课程设计。而聋人学生由于在生理和心理上均与健听生有所差异，思维更显得刻板僵化，所以更应针对聋人大学生的思维特点，设计出一套更适合聋人学习的设计思维课程，从而有效提升聋人学生创造性思维能力。因此，本研究以北联大特教学院视觉传达专业的聋人大学生为研究对象，对面向聋人大学生的设计思维课程进行研究，希望设计出一套适用于聋人学生的设计思维课程，以此提高聋人大学生的创新思维能力，为我国特殊教育领域创新型人才的培养提供建议和指南。本研究共分为四个阶段。在第一阶段通过大量的桌面调研和实地的观察、访谈了解聋人大学生的思维方式、心理行为特征与正常学生相比有何异同，并通过亲和图对访谈结果进行分析，从而对聋人学生的身心特点形成初步的认识和理解。在第二阶段将聋人大学生的特点及需求转化为设计点，对课程进行初步设计与实施。在施测过程中，通过观察法、焦点小组、一对一访谈等方式，收集教师与学生对预授课课程的反馈。在第三阶段，使用扎根理论对之前收集的资料进行编码分析，整理出影响预授课课程效果的因素，并将分析结果转化为设计要求，对之前的课程进行迭代设计，设计出一套更加适合于聋人学生这一特殊群体的设计思维课程。最后则将课程正式实施，并对课程前后学生的创造性思维能力进行测验，以此验证课程设计是否有效，找到现有课程的不足之处，为后续聋人大学生设计思维课程的研究提供参考和建议。

With the growing international competition, China pays more and more attention to the cultivation of innovative talents in basic and higher education. As an indispensable course for cultivating students' creativity, design thinking can shape students' thinking habits, maximize students' creative creativity, drop students' inherent concepts of problem solving methods, and improve their creativity. Yet, most of the current design thinking course only focus on the education of healthy people, and there is little course for special groups. But deaf students are physically and psychologically different from hearing students, and their thinking is even more rigid.  So, we should base on the characteristics of the deaf students and design a set of design thinking course that is more suitable for deaf people to learn, thus effectively enhance deaf students' creative thinking ability. So, this study takes the deaf students from the School of Special Education of Beijing Union University as the research object, hoping to design a set of design thinking course for deaf students, thus improve the creative thinking ability of deaf students, and provide suggestions and guidance for the cultivation of innovative talents in the field of special education in China. This study consists of four stages. In the first stage, we use desktop surveys, observations and interviews to figure out the similarities and differences between deaf college students' thinking style and psychological behavior characteristics compared with normal students. Afterwards, we used the affinity diagram to analyze the interview results, to form a preliminary understanding of the physical and mental characteristics of deaf students. In the second stage, the characteristics of deaf college students were transformed into design opportunities, and the curriculum was designed and implemented. In the process of testing, I collected feedback from teachers and students on pre-teaching course through observation methods, focus groups, one-on-one interviews, and so on. In the third stage, the grounded theory is used to analyze the previously collected data, so as to find the factors that affect the effectiveness of the pre-teaching course. After that, the analysis results were transformed into design requirements, and the previous course was iteratively designed. Finally, I formally implemented the course and tested the creativity of the students before and after the course to verify the effectiveness of the course and find the shortcomings of the course. This will provide reference and suggestions for the follow-up study of design thinking course for deaf college students.