Compare differences of communication and creativity between different team composition and using different conceptual analysis integrational tools

With the advancement of science and technology, it is difficult to innovate only from one domain. No matter how the media or education policy emphasizes the importance of interdisciplinary thinking and design thinking, cross-domain communication is no longer a dual-professional cooperation without rules; the value of design thinking is not limited to the innovation and entrepreneurship. And the inspiration is started from cultivation of education, many domestic schools are also establishing a systematic interdisciplinary lecture model. This research takes the design thinking workshop as an example. Effective teaching tools can improve the communication quality between team members and the creative performance of students in different fields. In order to achieve higher level of interdisciplinary talent cultivation, and apply appropriate assessments and evaluation after teaching. This research makes the problem based team use different conceptual analysis tools and different domain composition to realize the differences of communication and creativity between different groups. The difference in performance found that cross-domain composition has a tendency to rely on common experience to combine ideas, while the same domain composition refers to common knowledge and skills; and the main teaching tool of this study, CTM, has been found to stimulate more team dialogues, clearer problem solving process, task-area communication and negative social reactions. The research is divided into three stages. First, it is defined the connection between design thinking and mind of interdisciplinary, and visiting six experienced interdisciplinary teachers and summarizing the difficulties in the current teaching situation to formulate the teaching indicators for interdisciplinary curriculum; in the second stages, the integrated teaching tool, CTM will be brought to the real teaching site, recorded the communication behaviors and innovations of the students, and tested the control groups that use the KJ method under the same conditions. In the third stage, its evaluated the innovations with the Finke’s creative cognition. The last, its compared the difference of creativity between different team composition and using different conceptual analysis tool, and then test whether the CTM tool cause the difference of the overall effect, which can be used as the basis for the innovative group to enhance the creativity and communication of the team.