摘要：Having risen to the height of the future development of the country, the cultivation of innovative digital technology design talents has become the general trend of the development of the education industry of the world. How to cultivate students’ innovative ability is a huge challenge for the current education circle. Design thinking is a creative problem-solving thinking model and methodology separated from design. The Paper started with the essence of design thinking. The application and practice of all institutions on the innovation process of design thinking were analyzed, and its modes and ideas in the fields of industry, commerce, and design were combined. The innovative curriculum design was carried out based on the five foundations of the design thinking model of Stanford University, and the operability of teaching links, the iterative cycle of the process, and the effectiveness of students’ hands-on actions were emphasized. In the Paper, effective operation guidance for the cultivation of students’ innovation ability was provided. Besides, a cyclic and iterative co-creation ecosystem in colleges and universities can be built to link the integration of industry and education with digital technology design innovation. In the Paper, the “three innovations” (creativity, innovation, entrepreneurship) were focused to explore a new path to cultivate students’ ability in innovative digital technology design, which is of great significance to the cultivation of innovative talents in digital technology design, the reform of teaching forms, and teaching contents.
其他摘要：Having risen to the height of the future development of the country, the cultivation of innovative digital technology design talents has become the general trend of the development of the education industry of the world. How to cultivate students’ innovative ability is a huge challenge for the current education circle. Design thinking is a creative problem-solving thinking model and methodology separated from design. The Paper started with the essence of design thinking. The application and practice of all institutions on the innovation process of design thinking were analyzed, and its modes and ideas in the fields of industry, commerce, and design were combined. The innovative curriculum design was carried out based on the five foundations of the design thinking model of Stanford University, and the operability of teaching links, the iterative cycle of the process, and the effectiveness of students’ hands-on actions were emphasized. In the Paper, effective operation guidance for the cultivation of students’ innovation ability was provided. Besides, a cyclic and iterative co-creation ecosystem in colleges and universities can be built to link the integration of industry and education with digital technology design innovation. In the Paper, the “three innovations” (creativity, innovation, entrepreneurship) were focused to explore a new path to cultivate students’ ability in innovative digital technology design, which is of great significance to the cultivation of innovative talents in digital technology design, the reform of teaching forms, and teaching contents.
