Research On The Framework Of 3D Printing Learning Activities For The Cultivation Of Creativity Of Middle School Students: The Perspective Of Design Thinking

Many international organizations and countries are committed to the cultivation of innovative talents in the 21st century.As a method to train students to solve problems creatively,design thinking meets the needs of the current world for the cultivation of innovative talents,and is used by researchers in various countries as a tool for the cultivation of learners' creativity.However,there are few researches on the application of design thinking framework to cultivate students' design creativity in China.Based on this,the theme of this study is to apply the design thinking framework to develop students' design creativity.The development of this project follows the research logic of "framework design framework improvement framework verification"."Frame design" is based on the theoretical literature to build and refine the 3D printing curriculum activity framework for the development of design creativity."Framework improvement" is to revise the original theoretical framework by combing the research findings,mainly in the second and third sections of the fourth chapter."Framework verification" is to verify the model proposed in this study through experimental research,which is reflected in the fifth chapter of the paper.First of all,in the "frame design" stage,in order to develop students' design creativity,the research constructs a 3D printing learning activity framework based on the theoretical review,which includes "Stanford design thinking model" and "Wallace innovation process four stage model".Stanford design thinking model consists of five stages of continuous iterative cycle:"empathy-Definition-conception-prototypeTest",which coincides with the four stages of innovation thinking development:"preparation period-brewing period-open period-Verification Period".Therefore,the researcher combines the "four stage mode" of design thinking process and creativity development horizontally and vertically,and integrates creativity training and knowledge and skills learning into the interdisciplinary project-based learning activities based on real situations,supplemented by a variety of creativity training tools and methods,initially forming a "empathy definition conception prototype test" five Three stages,and detailed the objectives,activities,tools and results of each stage of the 3D printing learning activity framework oriented to the cultivation of design creativity.Secondly,in the "framework improvement" stage,the proposed framework is refined.The research collects real classroom and student data through the Williams Creativity Assessment Scale(including creativity cognitive behavior assessment and creativity tendency test),creativity work assessment,classroom observation,interview and other ways,and conducts a hybrid research combining qualitative and quantitative research to extract the key elements of the development of design creativity and improve them.Specifically,it includes the selection of appropriate projects,the grouping of students' differentiated abilities,the stage of preparation,the cycle iteration of prototype conception,and the joint training environment of home and school.Finally,in the "framework verification" phase,this study collates and analyzes the data in the whole research implementation process,and finds that the involved 3D printing curriculum activity framework for the development of design creativity has certain effectiveness.In the aspect of creative awareness,the overall creative awareness of students has been significantly improved,while the two dimensions of imagination and challenge have been significantly improved,but the two dimensions of adventure and curiosity have been improved,there is no significant improvement,which shows that the activity framework of 3D printing course is effective in cultivating students'imagination and challenge,but "neutral" in the two dimensions of curiosity and adventure("Neutrality" means that although certain effects have taken place,the effects may not be significant due to various interference factors in the implementation process;in terms of creative thinking,the originality,fluency and flexibility of students have been significantly improved,indicating that the curriculum activity framework is effective for the three dimensions of originality,fluency and flexibility in students'creativity;in terms of creating works,the overall In addition,in the three rounds of tests,the color change and combination method are significantly improved after the first stage of teaching implementation and the third stage of teaching implementation respectively,and the shape change has been significantly improved all the time,which shows that the 3D printing course activity framework is effective for students' creative works in the dimension of shape change,while in other dimensions,it has a great relationship with the selected projects.The conclusion of this study has some enlightenment for the follow-up research and practice,mainly including the following aspects:first,the cultivation of students'design creativity can refer to the design thinking process;second,the evaluation of students' design creativity can integrate the creation process,the creation environment,the creation works and the creative personality characteristics to carry out the generative evaluation.