高職商業概論創造思考教學對學生學習成效之影響
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2006
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本研究主要在探討高職商業概論創造思考教學對學生創造思考能力、創造性問題解決能力及商概學業成績的影響，同時分析商概學業成就高低是否影響其教學成效。
本研究採準實驗設計中的「不相等前後測控制組設計」，以國立中壢家商九十四學年度高一學生為研究對象，以班為單位，隨機選取兩班，並隨機分派，一班為實驗組，進行「創造思考教學法」，而另一班為控制組
，採「傳統講述教學法」，進行為期十週的實驗教學。本研究之研究工具包括：（一）吳靜吉新編創造思考測驗（二）拓弄思創造思考測驗（三）程上修所編之創造性問題解決能力測驗（四）自編教案、學習單及學習反應調查問卷。並於測驗結束後將所得之資料以二因子多變量共變數分析法，進行統計分析，同時以單因子共變數分析法，分析商概成績得分差異
。研究結果發現，接受高職商業概論創造思考教學：
一、實驗組學生在圖形及語文方面之創造思考能力分數，並未顯著優於控制組學生。
二、實驗組學生在創造性問題解決能力分數，並未顯著優於控制組學生。
三、其圖形及語文創造思考能力之增進效果，不因學生之學業成就表現而有顯著差異。
四、其創造性問題解決能力之增進效果，不因學生之學業成就表現而有顯著差異。
五、實驗組學生商概期末考成績之平均分數，並未顯著優於控制組學生。
六、實驗組學生對實驗課程呈現正面的反應，並且深受學生的喜愛。
關鍵詞：高職商業概論、創造思考教學、學習成效
Abstract The study was to explore the influence of creative thinking teaching of Introduction to Business for vocational high school on the students’ creative thinking ability, creative problem solving ability and the scores of Introduction to Business. It’s also to analyze if the academic performance would influence the effectiveness of teaching. This study adopted the “nonequivalent pretest-posttest control group design” in the quasi-experiment designs. The subjects of the study were the students of the 1st grade students of National Chung-li Home Economic and Commercial Vocational High School in school year 2005. Two classes were picked up randomly. One of them was the experimental group, who was applied by the creative thinking teaching; while the other one was the control group with conventional lecturing teaching. The experiment lasted for 10 weeks. The tools used in this study included: （1）Test of “Creative Thinking”developed by Wu Jing-Jin, （2）Torrance Test of Creative Thinking in 1975, （3）Test of “Creative Problem Solving Ability” by Cheng Shang-Hsiu, （4）Lesson plans, study sheets and learning reaction questionnaire developed by the researcher. The test results were analysis in by two-way multivariate analysis of covariance. The score differences of Introduction to Business were analyzed by one-way multivariate analysis of covariance. The findings of the study were as follows: 1. The students of the experimental group were not significantly better than the students of the control group in the creative thinking ability scores of graphic and language. 2. The students of the experimental group were not significantly better than the students of the control group in the scores of creative problem-solving ability. 3. The enhancement effectiveness of the creative thinking ability in graphic and language didn’t have significant differences students’ academic performance. 4. The enhancement effectiveness of creative problem-solving ability didn’t have significant differences with students’ academic performance. 5. The average final exam scores of Introduction to Business for the students of the experimental group were not significantly better than the students of the control group. 6. The reaction of the students of the experimental group about experimental courses was positive and favorable. Key word: Introduction to Business for vocational high school、Creative thinking teaching 、Learning effectiveness
Abstract The study was to explore the influence of creative thinking teaching of Introduction to Business for vocational high school on the students’ creative thinking ability, creative problem solving ability and the scores of Introduction to Business. It’s also to analyze if the academic performance would influence the effectiveness of teaching. This study adopted the “nonequivalent pretest-posttest control group design” in the quasi-experiment designs. The subjects of the study were the students of the 1st grade students of National Chung-li Home Economic and Commercial Vocational High School in school year 2005. Two classes were picked up randomly. One of them was the experimental group, who was applied by the creative thinking teaching; while the other one was the control group with conventional lecturing teaching. The experiment lasted for 10 weeks. The tools used in this study included: （1）Test of “Creative Thinking”developed by Wu Jing-Jin, （2）Torrance Test of Creative Thinking in 1975, （3）Test of “Creative Problem Solving Ability” by Cheng Shang-Hsiu, （4）Lesson plans, study sheets and learning reaction questionnaire developed by the researcher. The test results were analysis in by two-way multivariate analysis of covariance. The score differences of Introduction to Business were analyzed by one-way multivariate analysis of covariance. The findings of the study were as follows: 1. The students of the experimental group were not significantly better than the students of the control group in the creative thinking ability scores of graphic and language. 2. The students of the experimental group were not significantly better than the students of the control group in the scores of creative problem-solving ability. 3. The enhancement effectiveness of the creative thinking ability in graphic and language didn’t have significant differences students’ academic performance. 4. The enhancement effectiveness of creative problem-solving ability didn’t have significant differences with students’ academic performance. 5. The average final exam scores of Introduction to Business for the students of the experimental group were not significantly better than the students of the control group. 6. The reaction of the students of the experimental group about experimental courses was positive and favorable. Key word: Introduction to Business for vocational high school、Creative thinking teaching 、Learning effectiveness
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高職商業概論, 創造思考教學, 學習成效, Introduction to business for vocational high school, Creative thinking teaching, Learning effectiveness