Please use this identifier to cite or link to this item: http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/88838
Title: CoRT創造思考課程對國中生創造力與創意表現之影響
The Influence of CoRT Creative Thinking Courses on Junior High School Students’ Creativity and Creative Performance
Authors: 陳學志
周欣樺
Keywords: CoRT
創造思考
創造傾向
創意表現
CoRT
Creative Thinking
Creative Tendency
Creative Performance
Issue Date: 2008
Abstract: 本研究旨在根據Edward de Bono的CoRT方案,設計一套適合國中生的CoRT創造思考課程,探討課程對國中生創造力和創意表現之影響。本研究採用「不等組前後測準實驗設計」,研究對象為台北縣某公立國中七年級三個社團的學生,其中參加「創造高手社」者為實驗組,參加「環保巧手社」者為對照組一,參加「桌球社」者為對照組二。 研究工具包括新編創造思考測驗、威廉斯創造性傾向量表、創意玩具實作評量、作業單、期末課程回饋表、教學省思札記、實驗組學生訪談大綱。所得資料以單因子共變量分析和單因子變異數分析進行考驗。 根據研究結果,本研究主要發現如下: 一、在新編創造思考測驗方面 (一)創造高手社在語文流暢力、語文變通力、語文獨創力皆顯著優於桌球社。 (二)創造高手社在語文獨創力顯著優於環保巧手社。在語文流暢力、語文變通力則未達顯著差異。 (三)創造高手社在圖形流暢力、圖形獨創力、圖形精進力顯著優於桌球社。在圖形變通力未達顯著差異。 (四)創造高手社在圖形流暢力、圖形獨創力顯著優於環保巧手社。在圖形變通力、圖形精進力則未達顯著差異。 二、在威廉斯創造性傾向量表方面 創造高手社和環保巧手社、桌球社在冒險性、好奇心、想像力、挑戰性的得分上均未達到顯著差異。 三、在創意玩具實作評量方面 (一)創造高手社在創意玩具實作評量之精密性與總分的得分顯著優於桌球社。在獨創性、適切性、理念則未達顯著差異。 (二)創造高手社和環保巧手社在創意玩具實作評量之獨創性、精密性、適切性、理念與總分的得分皆未達到顯著差異。 四、CoRT創造思考課程能帶給實驗組學生正向感受。 最後根據本研究結果加以討論,並提出未來研究的建議,以作為後續進行CoRT創造思考課程之參考。
The main purpose of this study was to design a set of CoRT creative thinking course based on Edward de Bono’s CoRT program for junior high school students and to investigate the impacts on junior high school students’ creativity and creative performance. A nonequivalent pretest-posttest experimental design was employed. The subjects of this study involved the students of three clubs.They were 7th grade students from a public junior high school in Taipei County. The students of the creative expert club were the experimental group. The students of the environmental skilled hand club were the controlled group one. The students of the table tennis club were the controlled group two. Instruments used were: (1) The New Tests of Creative Thinking; (2) The Test of Williams Divergent Feeling; (3) Creative toys performance assessment; (4) Students’ work; (5) Feedback questionnaire; (6) Teaching reflective journal; and (7) Interview outline from students in the experimental group. The collected data were analyzed by one-way ANCOVA and one-way ANOVA. The major findings of this study were concluded as follows: 1. The results of “The New Tests of Creative Thinking” (a)The performances of the creative expert club were significantly better than those of the table tennis club in verbal fluency, flexibility, and originality. (b)The performances of the creative expert club were significantly better than those of the environmental skilled hand club in verbal originality. There was no significant difference between the creative expert club and the environmental skilled hand club in verbal fluency and flexibility. (c)The performances of the creative expert club were significantly better than those of the table tennis club in figure fluency, originality, and elaboration. There was no significant difference between the creative expert club and the table tennis club in figure flexibility. (d)The performances of the creative expert club were significantly better than those of the environmental skilled hand club in figure fluency and originality. There was no significant difference between the creative expert club and the environmental skilled hand club in figure flexibility and elaboration. 2. The results of “The Test of Williams Divergent Feeling” There were no significant differences between the creative expert club, the environmental skilled hand club and the table tennis club in risk-taking, curiosity, imagination, and complexity. 3. The results of “Creative toys performance assessment” (a)The performances of the creative expert club were significantly better than those of the table tennis club in elaboration and total score. There was no significant difference between the creative expert club and the table tennis club in originality, appropriateness and meaning. (b)There were no significant differences between the creative expert club and the environmental skilled hand club in originality, elaboration, appropriateness, meaning, and total score. 4. The learning reactions in the experiment group students who accept CoRT creative thinking course were positive. Finally, according to the results of this study , it offered the suggestions of studying further in the future, and the references of teaching CoRT creative thinking course.
URI: http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=%22http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22GN0093902011%22.&%22.id.&
http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/88838
Other Identifiers: GN0093902011
Appears in Collections:學位論文

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