设计思维的提出，旨在为人们提供一个生产创造的思路和方法。斯坦福大学D.school将设计思维概括为EDIPT模型。以斯坦福大学D.school提出的设计思维概念为理论基础，北师大心理学部用户体验（UX）方向设计并开展了面向国内小学的设计思维课程，培养青少年学习者的同理心能力，创造力和问题解决的能力。研究者以学习者同理心能力作为测量目标，进行了中国化设计思维教育同理心能力评估工具的设计和验证。研究者从同理心结构和设计思维技能两个因素出发，进行题目编制。同理心结构分为认知共情和情感共情；设计思维技能分为观察、访谈、原型制作和测试。本研究被试为北师大实验小学设计思维课程四年级的16名学生。对学生在课堂上的所有行为通过录像进行记录，课程结束后要求学生完成《亲社会行为量表》。并在课程结束后邀请4位设计思维专家参照录像，使用设计思维同理心观察量表对每位学生进行评分。经过区分度、独立样本t检验和验证性因素分析，题目筛选后问卷共得到14道题目，其中从同理心结构分：认知共情9道，情感共情5道；从设计思维技能分：观察2道，访谈5道，原型制作3道，原型测试4道。该问卷各题目间一致性信度为0.958，认知同理心维度题目内一致性信度为0.939，情感同理心维度题目内一致性信度为0.905。亲社会行为总分与设计思维同理心量表总分、情感共情得分和认知共情得分的相关性均达到显著水平。在亲社会行为量表中“公开”的子维度与设计思维同理心能力量表总分以及两个维度相关均不显著，其余维度相关均显著。亲社会量表中除公开维度外，其余所有维度均与本量表及子维度相关显著。

The idea of design thinking is to provide people with an idea and method of production creation. Stanford University, D. School Generalizes Design Thinking into the EDIPT model. D. , Stanford University. Based on the concept of design thinking put forward by school, the user experience (Ux) of the Psychology Department of Beijing Normal University has designed and launched a design thinking course for primary schools in China to develop the empathy of young learners, creativity and problem solving. The researcher designed and validated the chinese-style design thinking education empathetic ability assessment tool with the learner’s empathetic ability as the measuring target. Based on the two factors of the structure of empathy and the skill of design thinking, the researcher made the topic. The structure of empathy is divided into cognitive empathy and affective empathy, and the design thinking skills are divided into observation, interview, prototype making and testing. This study involved 16 fourth-grade students of the design thinking course in the Experimental Primary School of Beijing Normal University. All students’ behavior in class was recorded by video recording, and students were asked to complete the prosocial behavior scale after class. At the end of the course, 4 design thinking experts were invited to refer to the video, and each student was scored with the design thinking empathy observation scale. After discrimination, independent-sample t-test and confirmatory factor analysis, 14 items were selected, including 9 items from the structure of empathy, 5 items from the structure of empathy, and 2 items from the design thinking skill, five interviews, three prototypes, four prototype tests. The reliability of consistency was 0.958 in each item, 0.939 in cognitive empathy and 0.905 in affective empathy. The scores of prosocial behavior were significantly correlated with the scores of design thinking empathy scale, emotional empathy and cognitive empathy. In the prosocial behavior scale, the subdimensions of “openness” had no significant correlation with the total scores of the design thinking empathy scale and the two dimensions, while the other dimensions had significant correlation. Except the open dimension, all other dimensions in the prosocial scale were significantly correlated with this scale and its sub-dimensions.