设计思维下高职Python课程教学模式探索与实践

Exploration and Practice of Teaching Mode for Python Courses in Higher Vocational Education Based on Design Thinking

摘要: 针对高职Python课程中存在的知识碎片化、产学脱节与创新能力培养不足等问题，本研究基于设计思维理论，构建了“双项目进阶、五阶段迭代”教学模式。以“猜数字游戏”与“我爱记单词”两项目为载体，系统融入共情、定义、构思、原型、测试五阶段。教学实践表明，该模式显著提升了学生的知识整合与创新能力，实验组综合得分率比对照组提高13.98%，尤其在综合应用与创新设计题型上表现突出(p < 0.05)。质性分析显示，课堂氛围和学生的创新自信、团队协作与学习动机都有显著增强。本研究为高职信息技术课程从“技能传授”向“思维与能力并重”转型提供了可行路径。

Abstract: Addressing the issues of knowledge fragmentation, disconnection between production and learning, and insufficient cultivation of innovation ability in Python courses in higher vocational education, this study constructs a “dual-project progression, five-stage iteration” teaching model based on design thinking theory. Using the “Guess the Number Game” and “I Love Memorizing Words” projects as carriers, the model systematically integrates the five stages of empathy, definition, ideation, prototyping, and testing. Teaching practice shows that this model significantly enhances students’ knowledge integration and innovation ability. The experimental group achieved a 13.98% higher comprehensive score rate compared to the control group, particularly excelling in comprehensive application and innovative design questions (p < 0.05). Qualitative analysis reveals that classroom atmosphere, students’ confidence in innovation, team collaboration, and learning motivation have all been significantly enhanced. This study provides a feasible path for the transformation of information technology courses in higher vocational education from “skills impartation” to “emphasizing thinking and ability”.