圖像式刺激創造思考教學方案在國中綜合活動學習領域實施成效之研究
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2012
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本研究的目的在探究「圖像式刺激創造思考教學方案」在綜合活動學習領域實施後，對學生創造力表現的影響。本研究採用行動研究法，研究對象為國中八年級 50 位學生。藉由小隊學習札記、學生作品、競賽作品鑑賞排序學習單、教師省思札記收集相關課堂資料進行分析。以威廉斯創造力測驗「創造性思考活動」「創造性傾向量表」、「圖像式刺激創造思考教學方案」課程滿意度問卷等作為量化評量工具。施測後所得資料以獨立樣本單因子共變數分析、相依樣本t檢定進行統計處理。研究結果如下：
一、「圖像式刺激創造思考教學方案」實施之後，實驗組學生在「創造性思考活動」
的開放性、獨創力、精密性測驗上顯著優於對照組。
二、「圖像式刺激創造思考教學方案」對實驗組「創造性傾向量表」低、高分群學生
大部分圖形創造力的提升與影響是相同的。
三、實驗組學生對「圖像式刺激創造思考教學方案」學習成果感到滿意，在課程規
劃、活動設計、評量方式、師生互動與同儕關係四個項度平均分數為3.92。
四、實驗組學生在接受「圖像式刺激創造思考教學方案」之後，所設計的作品在流暢
力與變通力的表現優於對照組。
五、營造自由、無壓力、開放的學習氛圍，具創意的引導省思技巧及貼近生活的學習
主題設計是提升學生的創造力的關鍵，也是研究者需持續學習成長的。
本研究最後並根據研究結果提出若干建議，以供教育實務應用與未來研究之參考。
The purpose of this thesis was to explore the effect to the performance of students' creativity after the implementation of the nonverbal pictorial cue in teaching for creative thinking programs of the integrated activities In this study, using action research method, the research objects were 50 students of eighth grade. The analysis was based on the notes from squad learning, the works of students, learning sheets for appreciation contest works, and teacher reflection notes for collecting classroom data. Williams Creativity Test, including the Test of Williams Divergent Thinking and Williams Divergent Feeling , nonverbal pictorial cue in teaching for creative thinking programs and course satisfaction questionnaires were applied as quantitative assessment tools. After testing, the collected data were analyzed by the method of independent samples of single factor analysis of covariance, dependent sample t-test for statistical processing. The results are as follows: 1.After the implementation of nonverbal pictorial cue in teaching for creative thinking programs, the experimental group students was significantly better than the control group on the tests of openness, originality and precision in creative thinking activities. 2.The effect of nonverbal pictorial cue on the graphic creativity enhancement was found the same to low-score and high-score group students in experimental group. 3.The students in experimental groups of students were satisfied on the learning outcomes after nonverbal pictorial cue in teaching for creative thinking program. The average score of four items in curriculum planning, activity design, evaluation methods, teacher-student interaction and peer relation are 3.92. 4.After the implementation of nonverbal pictorial cue in teaching for creative thinking programs, the experimental group students were better on design outcomes in fluency and alternative power performance than the control group. 5.Create a free, no pressure, open learning environment, the innovative skills of teachers to guide self-thinking and the learning theme design approaching daily life were important to enhance students' creativity. Researchers should continue to grow and learn. Finally, based on the results a number of suggestions were proposed for educational practice and future research reference.
The purpose of this thesis was to explore the effect to the performance of students' creativity after the implementation of the nonverbal pictorial cue in teaching for creative thinking programs of the integrated activities In this study, using action research method, the research objects were 50 students of eighth grade. The analysis was based on the notes from squad learning, the works of students, learning sheets for appreciation contest works, and teacher reflection notes for collecting classroom data. Williams Creativity Test, including the Test of Williams Divergent Thinking and Williams Divergent Feeling , nonverbal pictorial cue in teaching for creative thinking programs and course satisfaction questionnaires were applied as quantitative assessment tools. After testing, the collected data were analyzed by the method of independent samples of single factor analysis of covariance, dependent sample t-test for statistical processing. The results are as follows: 1.After the implementation of nonverbal pictorial cue in teaching for creative thinking programs, the experimental group students was significantly better than the control group on the tests of openness, originality and precision in creative thinking activities. 2.The effect of nonverbal pictorial cue on the graphic creativity enhancement was found the same to low-score and high-score group students in experimental group. 3.The students in experimental groups of students were satisfied on the learning outcomes after nonverbal pictorial cue in teaching for creative thinking program. The average score of four items in curriculum planning, activity design, evaluation methods, teacher-student interaction and peer relation are 3.92. 4.After the implementation of nonverbal pictorial cue in teaching for creative thinking programs, the experimental group students were better on design outcomes in fluency and alternative power performance than the control group. 5.Create a free, no pressure, open learning environment, the innovative skills of teachers to guide self-thinking and the learning theme design approaching daily life were important to enhance students' creativity. Researchers should continue to grow and learn. Finally, based on the results a number of suggestions were proposed for educational practice and future research reference.
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圖像式刺激, 創造力, 創造思考教學, nonverbal pictorial cue, creativity, teaching for creative thinking