Please use this identifier to cite or link to this item: http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/115523
Title: 運用視覺創意教學於國中環境藝術教育之研究— 以綠色生活地圖製作為例
A Study on the Influences of Students’ Creativity Enhanced by Creative Visual Thinking Instruction on Environmental Art Education in Junior High School— Using the Making of Green Map as an Example
Authors: 林仁傑
張玉如
Keywords: 視覺創意教學
創造力
環境藝術教育
綠色生活地圖
creative visual thinking instruction
creativity
environmental art education
Green Map
Issue Date: 2015
Abstract: 本研究旨在探討運用視覺創意教學於綠色生活地圖繪製,對提升國中學生創造力之影響。本研究採不相等控制組前後測設計的準實驗研究方法。樣本取自台北市某國中七年級四個班級:實驗組62名學生以視覺創意教學方案進行綠活圖繪製;控制組62名學生以一般美術教學方案進行教學,實施每週一節、為期八週的實驗教學。研究工具有「新編創造思考測驗」和「威廉斯創造性傾向量表」分別作為測量學童創造力認知領域和情意領域之工具,在教學實驗前、後分別實施測驗,進行統計分析,並輔以質性資料(包含教學省思、訪談、課程回饋單等)。量化資料以獨立樣本單因子共變數進行分析,質化資料則以內容分析為主。 本研究結果為: 一、運用視覺創意教學於國中環境藝術教育具可行性,透過課堂活動鼓勵學生思考與觸發想法,在綠色生活地圖繪製時運用圖像表現策略,有助於提供學生創意具體呈現的方法,不僅增進學習興趣和深化關懷社區環境的意識,更讓創造力豐富綠活圖的視覺設計。 二、本研究所發展的視覺創意教學,未能整體提升學生的創造性認知能力,但在 語文能力的獨創力、圖形能力的流暢力、變通力與精進力有顯著差異;在創造性情意特質部分,實驗組優於控制組,創造性傾向的總分和挑戰性達到顯著差異。
This study is aimed to discuss the influences of students’ creativity enhanced by the application of creative visual thinking in the making of green maps. Research method used in this study is the quasi-experiment of the nonequivalent pretest-posttest design.Four classes from the 7th grade of a junior high school in Taipei City were selected as the sample for study. The experimental group consists of 62 students applying creative visual thinking instruction in the making of green maps; the control group consists of another 62 students applying general teaching strategies in the learning of visual arts. The whole experimental teaching lasted two months, one session per week. Research instruments include the “New Creative Thinking Test” developed by Dr. Wu Ching-chi and “Test of Divergent Feeling” in Williams Creative Assessment Packet. The quantitative data were analyzed by one-way ANCOVA using the pretest-posttest results and analyzed according to control-experimental groups. The qualitative data were from students’ Green Map artwork assignment, students’ feedback of the instruction. The results of this study were as follows: Firstly, it is feasible to apply creative visual thinking instruction in environmental art education in junior high school. Teachers encouraged students to care more about their community through the application of Green Map concept in teaching, and improve students’ thinking ability with the implementation of creative visual thinking instruction. These strategies not only stimulate students’ motivation to learn, but give students an opportunity to show their creativity in the visual image design of Green Map. Secondly, in this study, the application of creative visual thinking instruction could not entirely enhance students’ creative cognition, but showed significant differences in certain aspects: the scores of the “New Creative Thinking Test” on “originality” of figural creative thinking abilities; the “fluency”, “flexibility” and “elaboration” of verbal creative thinking abilities in the experimental group were superior to the control group. In terms of creative thinking and sensitivity, students from the experimental group made significantly greater gains in “Test of Divergent Feeling” on total score and “quality of challenge” than those from the control group.
URI: http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22GN0699600093%22.&
http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/115523
Other Identifiers: GN0699600093
Appears in Collections:學位論文

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