社會設計是改善人類福祉與生活的設計過程，以「人的需求」和「生活型態」為出發點，解決多數人民或社會必須面對的問題，並且發揮實質的影響力。社會設計重視社會問題解決的旨趣與反省實踐取向的公民教育是一致的。本研究採取設計研究法，引進社會設計的思考與行動模式，與新北市淡水區忠山國小進行課程協作，以改造校園內「忠山小棧」為實踐方案，透過理論與實踐的連結，檢視社會設計做為學校公民教育實踐模式的落實情形，進而探究實踐者在參與方案後公民資質的改變，以及研究者參與其間獲得的學習成長，並且根據實踐結果提出社會設計做為公民教育實踐模式的調整建議。本研究的主要發現為「忠山小棧」的社會設計實踐方案能涵育實踐者的公民資質，包括公民知識、公民德行與公民參與能力等面向。此外，基於研究結果與參與者回饋，本研究將融入本社會設計實踐方案的設計思考模式，由線性模式調整為循環模式。

Social design is sometimes defined as a design process that contributes to improving human well-being and livelihood. It takes caring about the needs and life style of people as the starting point to solve social problems; and then eventually exerts a substantial influence on society change. Social design and civic education of reflective praxis approach share similar interest of social problem solving. Thus the research group collaborated with Jhongshan Elementary to implement a civic education project of social design. The method of design based research was adopted to examine the effect of the implementation of the project. Major finding of the research was that the project did enhance students’ citizenship in terms of civic knowledge, civic virtue and civic participation capacity. Besides, based on research results and the feedbacks of the project participants, the major adaptation of the social design theory was that the design thinking model was transferred from a linear model to a loop model.