隨著國內外教育改革趨勢與科技的日新月異，當前體育師資培育的教學實踐方式亟需更新，以利未來教師在體育課程、教學與評量上，導向以學生為學習主體和發展素養之目的。體育師資生正處於教學內容知識與經驗之奠基期，其學習如何教的經驗對教學設計與教學實踐的理解具關鍵影響。設計思考是以人為中心，強調使用者的重要性，並提供同理心、定義問題、型塑創意、製作原型、測試階段之五大步驟，協助設計者(體育師資生)能更重視需求者(體育課學生)的角度，使師資生透過五大步驟的來回修正與試驗，更新體育師資培育的教學實踐方式，培養職前教師之專業素養。經文獻綜整結果顯示，設計思考對促進體育師資生在學習如何教方面具有三點優勢，包括「學生的觀點與角度」、「知識的發散與收斂」以及「學理的穿梭與試驗」。因此，設計思考對體育師資培育的教學實踐方式更新，具有重要的啟示和意義，以優化體育師資生學習如何教之品質。

With the rapid development of education reform trends and information and technology at home and abroad, the current physical education teacher education teaching practice approach should be updated as soon as possible, so that future teachers could indeed guide students as the main body of learning and the purpose of developing literacy in the physical education curriculum, teaching, and assessment. Physical education pre-service teachers (PEPT) are in the foundation stage of pedagogical content knowledge and experience, and their learning how to teach has a major influence on the understanding of teaching design and teaching practice. Design thinking is human-centered, emphasizing the importance of users, and provides five steps of empathize, define, ideate, prototype, and test, to help designers (PEPT) pay more attention to the perspective of the user (physical education course students). Through the five key processes of revision and experimentation, design thinking can help pre-service teachers to update the teaching practice methods and promote the professional qualities of teachers of physical education teacher education. The literature review results show that design thinking has three advantages in promoting PEPT in learning how to teach, including (1) perspectives and viewpoints of the student, (2) divergent and convergent of knowledge, and (3) theory shuttles and experiments. As a result, design thinking has an important revelation and impact in terms of updating the teaching practice method of physical education teacher education to improve PEPT learning quality.