随着全球经济和技术水平的飞速发展，新时代下人才培养的理念发生了巨大的转变，传统的知识型人才已不能适应当今社会发展的真正需求。实施创新教育培养创新型人才是推动工业4.0时代创造强国建设的关键着力点，也是时代对教育的诉求。在信息技术快速发展的今天，教育技术作为一门交叉学科，其人才培养的方向也有所改变，即注重培养能够利用新技术、新理念和新方法解决教育问题的创新型人才。教育技术导论课是教育技术本科专业的核心课程之一，是引导学生进入该领域和专业的入门课程，也是教育技术学专业人才培养体系中的重要课程。在教育技术学导论课上让学生体会“设计”是如何在教育技术学专业知识中发挥作用，在帮助他们建构专业知识框架的同时，也能提升学生的设计素养，培养学生的创新能力。
设计型学习是以 “在设计中学习”为核心理念的探究与设计的过程，重在培养学生的创新能力。设计者探索如何完成挑战并创造性解决设计问题的过程就是设计思维的体现。设计型学习的开展离不开设计思维相关理论的指导。本研究旨在结合设计思维的3I模型与
典型设计型学习模型的核心要素，构建面向大学生创新能力培养的设计型学习理论模型。其后，在《教育技术学导论》课上开展行动研究，检验该模型的有效性，并在实践中进一步完善该模型。整个行动研究以研究调查为基础，每轮行动研究包括确立问题、制定计划、实施行动、教学评价和教学反思，在第一轮行动研究结束后开始对模型进行修正，并在修正的基础上制定计划，展开行动。通过三轮行动研究得到以下教学结论：本研究构建的设计型学习模型能够帮助学生体会如何在专业知识的学习中融合设计的概念，培养学生的创新能力；设计型学习活动的开展离不开技术的支持，学习平台、智慧教室等能够满足学习者课前预习和课上小组活动灵活开展的需求；要确保设计型学习活动有效且高效的开展，应发挥教师的组织设计和引导作用，需要把握课堂节奏，及时为小组学生解惑以确保设计任务的顺利开展。

 With the rapid development of the global economy and technology, the concept of talent cultivation in the new era has undergone tremendous changes, and traditional knowledge-based talents can no longer meet the real needs of today's social development. Implementing innovative education and cultivating innovative talents is the key focus of promoting the construction of a powerful country in the era of Industry 4.0, and it is also the demand of the era for education. With the rapid development of information technology today, educational technology, as an interdisciplinary subject, has also changed the direction of talent training, that is, focusing on cultivating innovative talents who can use new technologies, new ideas and new methods to solve educational problems. The introductory course of educational technology is one of the core courses of the undergraduate major of educational technology. In the introduction class of educational technology, let students experience how "design" plays a role in the professional knowledge of educational technology. While helping them build a professional knowledge framework, it can also improve students' design literacy and cultivate students' innovative ability. 

Design-based learning is a process of inquiry and design with the core concept of "learning by design", focusing on cultivating students' innovative ability. The process by which designers explore how to complete challenges and creatively solve design problems is the embodiment of design thinking. The development of design-based learning is inseparable from the guidance of relevant theories of design thinking. The purpose of this research is to combine the core elements of the 3I model of design thinking and the typical design-based learning model to construct a design-based learning theoretical model for the cultivation of college students' innovative ability. Afterwards, an action study was carried out in the "Introduction to Educational Technology" class to test the validity of the model and further improve the model in practice. The entire action research is based on research investigations, and each round of action research includes establishing questions, formulating plans, implementing actions, teaching evaluation, and teaching reflection. After the first round of action research, the model was revised, and based on the revisions, plans were made and actions were carried out. Through three rounds of action research, the following teaching conclusions are drawn: the design-based learning model constructed in this study can help students understand how to integrate the concept of design in the learning of professional knowledge and cultivate students' innovative ability; the development of designbased learning activities is inseparable from learning platform and technology-enhanced classroom to ensure the effective and efficient development of design-based learning activities, teachers’ organizational design and guiding role should be brought into play. Grasp the rhythm of the class and solve the doubts of the group students in time to ensure the smooth development of the design task.