Design thinking fundamentally relies on abductive reasoning. Diverse thinking types such as divergent thinking, systems thinking, and empathetic thinking have been adopted in design thinking education. Yet, it is very rare to address abductive reasoning to be integrated in a design thinking course because of deductive validity and inductive strength. In practice, the quality of design thinking is judged from design outcomes in terms of creativity and innovation rather than the application of abductive reasoning in thinking that is necessary for educators to develop diverse instructional strategies for design thinking. Through a design thinking experiment where abductive reasoning was structured for groups of students to modify their chosen fairy stories by challenging identified lessons/values/beliefs, we articulated relevant strategies from case analysis. As a result, we discovered the following six strategies for abductive reasoning: questioning on socially given identity; restructuring a hierarchy of values; de- and re-contextualisation; perspective-taking; being intersubjective through body swapping; and developing imaginative empathy for compassion. The six strategies support pedagogical aspects of design thinking such as collaborative problem-solving and analytic and empathetic engagement; and thus, design educators can use them in developing instructional strategies to facilitate abductive reasoning in design thinking.

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溯因推理：设计思维实验

设计思维从根本上依赖于溯因推理。设计思维教育采用发散思维、系统思维、移情思维等多元化思维方式。然而，由于演绎的有效性和归纳强度，将溯因推理整合到设计思维课程中的情况非常罕见。在实践中，设计思维的质量是根据创造力和创新方面的设计结果来判断的，而不是在思维中应用溯因推理，这是教育工作者为设计思维制定多样化的教学策略所必需的。通过设计思维实验，为学生群体构建了溯因推理，通过挑战已确定的课程/价值观/信念来修改他们选择的童话故事，我们通过案例分析阐明了相关策略。结果，我们发现了以下六种溯因推理策略：质疑社会给定的身份；重构价值等级；去语境化和重新语境化；换位思考；通过身体交换实现主体间性；并发展富有想象力的同情心。这六种策略支持设计思维的教学方面，例如协作解决问题以及分析和移情参与；因此，设计教育者可以使用它们来制定教学策略，以促进设计思维中的溯因推理。通过身体交换实现主体间性；并发展富有想象力的同情心。这六种策略支持设计思维的教学方面，例如协作解决问题以及分析和移情参与；因此，设计教育者可以使用它们来制定教学策略，以促进设计思维中的溯因推理。通过身体交换实现主体间性；并发展富有想象力的同情心。这六种策略支持设计思维的教学方面，例如协作解决问题以及分析和移情参与；因此，设计教育者可以使用它们来制定教学策略，以促进设计思维中的溯因推理。