設計師靠著「設計思考」（design thinking）解決問題，帶來我們今日的世界。看一看辦公室，看一看家裡，手上那台平板、那支手機、坐著的那張椅子，生活中每一樣東西都源自設計，而每一個設計的起點，都是設計師或設計團隊想解決的問題。
本課程透過設計思考，創造出有意義又快樂的人生。不管是誰，身處何方，現在或先前的工作是什麼，目前多老或多年輕，都可以藉著那些帶來世上美妙科技、產品、空間的設計思考，打造專屬於自己的事業與生活，活出圓滿、有趣、創意無限、生產力十足、永遠有驚喜等在前方的人生。
本課程透過三階段來進行設計人生
• 階段一：探索與了解
• 階段二：設計與規劃
• 階段三：實作與修正
本課程根據設計思考(Design Thinking)為基礎，包含大量實務操作課程，故安排數次工作坊進行密集授課，且課程單元前後關聯性高，務必全程參與。
Designers rely on "design thinking" to solve problems and bring about the world we have today. Take a look at the office, look at your home, the tablet in your hand, the mobile phone, the chair you sit on, everything in life comes from design, and the starting point of every design is the designer or design The problem the team wants to solve.
This course uses design thinking to create a meaningful and happy life. No matter who you are, where you are, what your current or previous job is, how old or young you are, you can create your own career and life through design thinking that brings wonderful technologies, products, and spaces to the world. Live a life that is fulfilling, interesting, creative, productive, and always full of surprises.
This course designs life through three stages
• Stage 1: Exploration and Understanding
• Phase 2: Design and Planning
• Phase 3: Implementation and revision
This course is based on Design Thinking and includes a large number of practical courses. Therefore, several workshops are arranged for intensive teaching. The course units are highly relevant before and after, so be sure to participate in the entire process.
1. BILL BURNETT,DAVE EVANS, Designing Your Life：How to Build a Well-Lived, Joyful Life, 2016, Random House Inc.
2. 林延諭、鄭夢慈（2016）。融入設計思考於嚴肅教育遊戲的設計歷程及對科技學科教學知識的影響：以職前教師為例。數位學習科技期刊，8（1），71-94。
3. 吳淑禎（2020）。技職教師生涯素養量表之編製。教育科學研究期刊，65（4），241-273。
4. 王佳琪、宋世祥（2019）。設計思考融入職前師資培育課程之實施與成效：以適性教學為例。教育科學研究期刊，64（4），157-185。
5. 王秀槐、陳珍德（2019）。問世間「生涯」為何物？臺灣大學生生涯概念原型分析研究。教育科學研究期刊，64（2），39-68。
6. 洪榮昭、葉建宏、范靜媛（2019）。技術及職業教育政策之接受度：實踐研究新視角。教育科學研究期刊，64（1），181-211。
1. BILL BURNETT, DAVE EVANS, Designing Your Life: How to Build a Well-Lived, Joyful Life, 2016, Random House Inc.
2. Lin Yanyu and Zheng Mengci (2016). Integrating design thinking into the design process of serious educational games and its impact on teaching knowledge of science and technology subjects: taking pre-service teachers as an example. Journal of Digital Learning Technologies, 8(1), 71-94.
3. Wu Shuzhen (2020). Preparation of career literacy scale for technical and vocational teachers. Journal of Educational Science Research, 65(4), 241-273.
4. Wang Jiaqi and Song Shixiang (2019). The implementation and effectiveness of integrating design thinking into pre-service teacher training courses: Taking adaptive teaching as an example. Journal of Educational Science Research, 64(4), 157-185.
5. Wang Xiuhuai, Chen Zhende (2019). What is "career" in this world? Analysis and research on the career concept prototype of Taiwan college students. Journal of Educational Science Research, 64(2), 39-68.
6. Hong Rongzhao, Ye Jianhong, and Fan Jingyuan (2019). Acceptance of technical and vocational education policies: New perspectives for practical research. Journal of Educational Science Research, 64(1), 181-211.
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 出席(含上課、工作坊等)出席(含上課、工作坊等) Attendance (including classes, workshops, etc.) |
40 | |
| 平時成績(含討論、報告、實作等)平時成績(含討論、報告、實作等) Daily results (including discussions, reports, implementation, etc.) |
40 | |
| 期末報告-願景人生規劃書(自主學習與人生實踐)期末報告-願景人生規劃書(自主學習與人生實踐) Final report-vision life plan (independent learning and life practice) |
20 |
