創意發想遠距教學方案對國小學生創造力之成效研究

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2021

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本研究旨在以「創意發想遠距教學方案」為實驗教材進行創造力教學,藉以探究對國小學生創造力之教學成效。採準實驗研究中之不等組前後測設計,以宜蘭縣國小兩班學生作為實驗組(接受創意發想遠距教學方案)與控制組(未施以任何實驗處理),兩班皆為14人。以「情境式創造力測驗」與「威廉斯創造力測驗創造性傾向量表」為研究工具,另以自編之「防疫創意發想實作評量」與「創意發想遠距教學課程回饋表」為輔,作為教學成效之探討。依前後測所得之數據資料,由 SPSS 軟體進行描述統計與單因子共變數分析,以瞭解受試者在創造力與創造性傾向的表現情形。研究結果如下:一、實驗組在「獨創性」與「創造力」的表現顯著優於控制組,而價值性則無。二、實驗組在創造性傾向之各項表現與控制組皆無達到顯著差異。最後,根據研究結果提出具體建議,作為未來研究與教學之參考。
This research aims to use the"Creative Thinking Distance Teaching Program" as the experimental textbook for creativity teaching, so as to explore the effectiveness of teaching creativity for elementary school students. Adopt the pre-test and post-test design of the unequal groups in the experimental research. The two classes of Yilan County Elementary School are used as the experimental group (receiving the creative and creative remote teaching program) and the control group (no experimental treatment is applied). 14 students in each class. Using the"Situation-based Creativity Test" and the "Williams Creativity Test Creativity Intention Scale" as research tools, and the self-edited "Creative Thinking Practice Evaluation" and "Creative Thinking Remote Teaching Course Feedback Form" As a supplement, as a discussion of teaching effectiveness. Based on the data obtained from the pre- and post-test, SPSS software will perform descriptive statistics and single-factor covariate analysis to understand the subjects’ creativity and creative tendency. The results of the study are as follows:I. The experimental group performed significantly better than the control group in terms of"ingenuity" and "creativity," but no value. II. There is no significant difference between the experimental group and the control group in the performance of creative tendency. Finally, specific suggestions are put forward based on the research results as a reference for future research and teaching.

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創意發想, 遠距教學, 創造力, 創造性傾向, Creative Thinking, Distance Teaching, Creativity, Creative Tendency

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