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|Other Titles:||An Analysis of Technological Creativity in Taiwan's Primary School Students|
Office of Research and Development
|Abstract:||學童創造力發展不僅經由藝術、語文或數學來表現，而且可以經由科技創作的練習及競賽來展現，為了從小發展學童的創造力，國立臺灣師範大學與中華創意發展協會舉辦『全國少年科技創作競賽』，期望藉此來培養學童的創造力。本研究為瞭解傑出科技創作學童的創造特質，以參與競賽表現傑出的隊伍做為研究對象，針對創造者個人特質、創造歷程、創造環境三方面進行研究，經由焦點團體晤談及深度訪談後，主要研究結果如下：一、 創造者個人特質：其人格特質分別為好奇的、有自信的、好勝的、負責的、隨機應變的、愛創新的、善用時間的。在多元智能部分則傾向於肢體－動覺智能及人際智能。二、 創造歷程：問題解決模式主要解決材料本質、材料加工、機械特性問題。在點子擷取方式上，最常使用的方式是「與人討論」，再來才是「參考類似物」及「找文獻」。三、 創造環境：家長在教導孩子方面，大部分是以策略及民主的方式，較少使用權威的方式。學校學習經驗方面學校中最拿手的科目依序是體育、自然、藝能科。|
Creativity cannot only be developed through linguistic and mathematical learning and through artistic activity and performance in children; it can also be developed through technological practice and competition. In order to develop young pupils' creativity beginning from elementary school, the National Taiwan Normal University (NTNU) and Chinese Creativity Development Association (CCDA) organized a nation-wide "youth robot contest" last year. As part of the contest we examined the "creativity traits" manifested by the best teams: These included not only personal traits but also creativity in completing projects and the suitability for promoting technological creativity of each team's environment. Through focus-group interviews, the traits of results were identified and re-examined. These important finds are as follows: On the creative personality: Those team members who expressed themselves were curious, confident, goal-driven, responsible, flexible and had a good sense of timing; and most of them scored higher in bodily and interpersonal intelligence among Gardner's multiple-intelligence categories. On the process of creating a robot: The problems to be solved included cutting and assembling of materials; students thought the best ways to come up with ideas on solving these problems included (a)peer discussion, (b)referring to similar robots, and (c) on-line searching. On creativity-promoting environments: Most of the sample's parents adopted democratic and strategic approaches to disciplining their children, and arranged various kinds of activities besides the regular school curriculum for them to engage in.
|Appears in Collections:||師大學報|
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