TEACHING AND PRACTICE OF DESIGN THINKING COURSE BASED ON THE CHANGE OF ENGINEERING STUDENTS' EMOTIONAL BEHAVIOR

BACKGROUND: Industrial design is an interdisciplinary subject with the organic combination of engineering and art. In order to systematically construct the curriculum system of design thinking in line with the psychological cognition of engineering students, we can better cultivate students' innovative consciousness and ability. Through the innovation of thinking consciousness, promote the change of emotional behavior. SUBJECTS AND METHODS: Put forward the idea of “5432” curriculum reform based on online and offline mixed teaching - 5 teaching objectives, 4 teaching levels, 3 teaching contents and 2 practical projects - reform the traditional teaching objective setting mode with knowledge objectives, ability objectives and ideological and political objectives as the basic classification mode, and refine it into five objectives: change the way of thinking and cultivate learning interest; Master the micro cycle and macro cycle of design thinking, and implement the complete design process; Use design thinking tools to generate new design concepts and comprehensively analyze user needs; Improve the ability of language expression and product publicity; Train students to become designers with family and national feelings, and use Chinese design language to design solutions with Chinese characteristics. Then, it can be summarized into four progressive teaching levels, that is, speaking theory well, connecting with the real world, teaching thinking methods and transmitting correct values. According to the teaching level, design the teaching content in line with the psychological cognition of engineering students: the process, methods and tools of design thinking; Design consciousness based on situational thinking, as well as the method and practice of design thinking. Finally, according to the teaching objectives, teaching levels and contents, formulate practical projects in line with the psychological cognition of engineering students, and apply the theoretical knowledge to practice; In addition to reforming the traditional teaching forms, we should also change the traditional examination based examination methods, comprehensively check students' online learning, teamwork, discussion and flipped classroom (students speak and teachers listen), and pay attention to the whole process of students' learning. RESULTS: The evaluation results show that students' academic performance has been greatly improved compared with previous years, and their comprehensive innovation ability and work innovation degree have also been significantly improved. It shows that the teaching organization based on students' psychological characteristics is reasonable and can be popularized. In addition, the study also found that anxiety was negatively correlated with achievement. Similarly, there is a significant negative correlation between anxiety and self-efficacy. State anxiety, trait anxiety and learning anxiety are all positively correlated. The “anxiety” component of learners' personality characteristics plays a great role in the generation of learning anxiety. The correlation coefficient between LCAS and trait anxiety was 0.408, while the correlation coefficient between LCAS and state anxiety was 0.395. Both reached a significant level (P < 0.01). There was a positive correlation between self-efficacy and achievement. Research shows that anxiety, gender and self-efficacy can be used as comprehensive variables to measure academic achievement. CONCLUSION: “5432” teaching method provides new ideas and methods for the cultivation of engineering students' innovative thinking consciousness. It effectively improves students' innovation ability and problem-solving ability. However, due to the limitation of course time, some projects cannot be deeply implemented, and the effective connection of follow-up courses is needed. ACKNOWLEDGEMENTS: Supported by a project grant from Weifang High-tech Zone 2020 Science and Technology Benefiting People Plan (Grant No.2020KJHM05).