Please use this identifier to cite or link to this item: http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/80879
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dc.contributor.author邱發忠zh_tw
dc.contributor.author徐芝君zh_tw
dc.contributor.author張雨霖zh_tw
dc.contributor.author林耀南zh_tw
dc.contributor.author陳學志zh_tw
dc.contributor.authorFa-Chung Chiu, Chih-Chun Hsu, Yu-Lin Chang, Yao-Nan Lin, Hsueh-Chih Chen,en_US
dc.date.accessioned2019-08-12T04:51:25Z-
dc.date.available2019-08-12T04:51:25Z-
dc.date.issued2018-12-??
dc.identifier92C79D55-B421-B46A-C8EF-0F6819BD1312
dc.identifier.urihttp://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/80879-
dc.description.abstract頓悟性問題解決訓練是創造教育和創新思考的核心議題之一,過去既有提升頓悟性問題解決方法的研究,多數並非基於頓悟性問題解題規則。而根據過去研究顯示頓悟問題與笑話具有共通性,故本研究藉由分析笑話的結構與規則進行頓悟問題解題規則的教導,並以實徵實驗檢驗之。研究一將101位參與者隨機分派至頓悟性問題解決訓練之實驗組與控制組,實驗組同時予以「詞彙的多義性」、「符合關鍵語句的例外狀況」、「符合關鍵語句的例外規則」等頓悟性問題解決規則之整合訓練後,完成三類頓悟性問題與擴散性思考測驗。結果顯示,實驗組在「詞彙的多義性」與「符合關鍵語句的例外規則」類之頓悟性問題解決上具有提升效果;而且,在整體的頓悟性問題解決表現上亦具有訓練效果。此外,實驗組訓練也顯示可以提升擴散性思考的表現。研究二為瞭解個別解題規則訓練對於不同類別頓悟性問題解題效果之差異,將200位大學生隨機分派至三種不同解題規則:「詞彙的多義性」、「符合關鍵語句的例外狀況」、「符合關鍵語句的例外規則」之實驗組及「控制」組的訓練,接下來完成如同研究一的三類頓悟性問題。結果顯示「詞彙的多義性」訓練對「詞彙的多義性」與整體頓悟性問題解決表現具有提升效果;然而,「符合關鍵語句的例外狀況」與「符合關鍵語句的例外規則」訓練則未呈現提升解題的訓練效果。本研究初步發現基於笑話結構的「詞彙的多義性」規則訓練之效果,據此建議實務方面可運用此規則來教導頓悟性問題解決。zh_tw
dc.description.abstractInsight problem-solving training is a core topic in creativity education and creative thinking. However, few studies on enhancing such skills have identified the norms of insight problem-solving. According to the literature, a commonality exists between insight problems and jokes. Therefore, the purpose of this study was to investigate insight problem-solving rules and examine their effects on improving problem-solving skills and divergent thinking through analyzing the problem-solving characteristics and structures of jokes. In the first study phase, 101 participants were randomly assigned to either the insight problem-solving training group or the control group. The experimental group received training for “homonyms,” “exceptions to the rules for punch lines,” and “alternatives for punch lines,” and completed tests on insight problem-solving skills and divergent thinking. The results indicated that the experimental group had significantly better performance in “homonyms,” “alternatives for punch lines,” and overall insight problem-solving than the control group. In the second study phase, differences in the effects of three types of insight problem-solving training were examined. A total of 200 college students were recruited and randomly assigned to four groups: “homonyms,” “exceptions to the rules for punch lines,” “alternatives for punch lines,” and “no training” (i.e., the control group). The results indicated that the “homonyms” group performed significantly better for “homonyms” and overall insight problem-solving than the other groups. However, training for “exceptions to the rules for punch lines” and “alternatives for punch lines” exhibited no significant effects insight problem-solving and provided preliminary findings for the effects of training of “homonyms” derived from the structure of jokes. These findings could be applied in practice for future insight problem-solving skill training courses.en_US
dc.language中文
dc.publisher國立臺灣師範大學教育心理學系zh_tw
dc.publisherDepartment of Educational Psychology, NTNUen_US
dc.relation50(2),219-241
dc.relation.ispartof教育心理學報zh_tw
dc.subject.other詞彙的多義性zh_tw
dc.subject.other頓悟性問題zh_tw
dc.subject.other擴散性思考zh_tw
dc.subject.otherDivergent thinkingen_US
dc.subject.otherLexical ambiguityen_US
dc.subject.otherInsight problemen_US
dc.title頓悟性問題解決規則教導與效果評估zh-tw
dc.title.alternativeExploring the Insight Problem-Solving Rules and Evaluating the Effectiveness of Teaching the Problem-Solving Ruleszh_tw
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