創造思考技法融入輔導活動課程自我發展主題軸對國中生創造力及自我概念之影響
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2019
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本研究旨在探討創造思考技法融入輔導活動課程自我發展主題軸對國中生創造力及自我概念之影響。以臺北市某市立國中七年級六個班級，共133名學生為研究對象，本研究採準實驗研究法不等組前後測設計，研究對象分為實驗組67人，對照組66人，各有三個班級。實驗組實施為期八週的創造思考技法融入輔導活動課程，每週一節課，每節45分鐘，主要運用六頂思考帽及曼陀羅思考法，對照組則實施一般輔導活動課程。研究工具包含新編創造思考測驗圖形版、威廉斯創造性傾向量表及國小兒童自我概念量表。研究結果所得資料進行單因子共變數分析，並以創造思考技法融入輔導活動課程之學習表現作為質性分析依據，評估教學之成效，並根據結果提出建議，以供未來相關研究參考。研究結果發現：
（一）在新編創造思考測驗圖形版各向度中，實驗組在流暢力、變通力、獨創力及精進力之後測得分皆顯著優於對照組。
（二）在威廉斯創造性傾向量表各向度中，除了好奇性及挑戰性之外，實驗組在總分、冒險性及想像力之後測得分皆顯著優於對照組。
（三）在國小兒童自我概念量表各向度中，除了學校、外貌及情緒自我概念之外，實驗組在總分、身體、人際及個體自我概念之後測得分皆顯著優於對照組，家庭自我概念則是趨近顯著。
（四）根據學習單，創造思考技法有助於學生表達想法，提升學生對課程的投入。
（五）根據課程回饋表，多數學生對創造思考技法融入課程有正向回饋，在六頂思考帽中最喜歡使用綠帽，最不喜歡使用黑帽，另外認為曼陀羅法可以精進、豐富想法及提升聯想力。
（六）本研究發現運用六頂思考帽及曼陀羅思考法有助於提升學生之創造力及自我概念，可作為未來教師發展創造思考技法融入輔導活動課程之實務參考。
The purpose of the current research is to investigate the effect of integrating creative thinking skills into guidance activity curriculum self-development theme axis on creativity and self-concept for the junior high school students. The participants of the study are 133 students. They are from the six classes of the seventh grade in a junior high school in Taipei city. This study employed the nonequivalent group quasi-experimental design was employed in the study. The participants were divided into an experimental group (67cases) and a control group (66cases), each group includes three classes. The experimental group was implemented ” The creative thinking skill integrated into guidance activity curriculum” for eight weeks, one class per week, 45 minutes per session, mainly using Six Thinking Hats and Mandala, while the control group was implemented general courses. The instruments in the study consisted of ”The New Creativity Test”, ”The Creativity Assessment on The Affective Factors of Creativity” and ”The Self-concept Scale for Elementary School Students”. The data analysis conducted a one-way ANCOVA, and used the learning performance of ”The creative thinking skill integrated into guidance activity curriculum” on qualitative methods to assess the effectiveness of teaching. Finally, based on the results, suggestions are made for the further studies. The results are as follows: (1) In the “The New Creativity Test”, there were significant differences in fluency, flexibility, originality, and elaboration of figural creative thinking abilities between two groups. The post test scores of the experimental group is higher than the control group. (2) In the “The Creativity Assessment on The Affective Factors of Creativity”, except for the curiosity and challenge, there were significant differences in total score, risk-taking, and imagination of affective factors of creativity between two groups. The experimental group had better outcomes than the control group. (3) In the “The Self-concept Scale for Elementary School Students”, except for the school self-concept, appearance self-concept, and emotional self-concept, the experimental group had better outcomes in total score, physical self-concept, interpersonal self-concept, and Individual self-concept of the self-concept factors. Besides, the family self-concept of the experimental group approached significance. (4) According to learning sheets, creative thinking skills facilitated students to express their thoughts and increased their commitment to the course. (5) According to the feedback forms, most of the students had positive feedback on “Creative Thinking Skills Integrated into Guidance Activity Curriculum”. In Six Thinking Hats, the students liked to use the green hat the most, and disliked to use the black hat the most. Besides, the students thought that the Mandala could not only improve and enrich ideas but enhance their association. (6) This study found that Six Thinking Hats and Mandala can help enhance students' creativity and self-concept, and can be used as a practical reference for future teachers to develop “Creative Thinking Skills Integrated into Guidance Activity Curriculum”.
The purpose of the current research is to investigate the effect of integrating creative thinking skills into guidance activity curriculum self-development theme axis on creativity and self-concept for the junior high school students. The participants of the study are 133 students. They are from the six classes of the seventh grade in a junior high school in Taipei city. This study employed the nonequivalent group quasi-experimental design was employed in the study. The participants were divided into an experimental group (67cases) and a control group (66cases), each group includes three classes. The experimental group was implemented ” The creative thinking skill integrated into guidance activity curriculum” for eight weeks, one class per week, 45 minutes per session, mainly using Six Thinking Hats and Mandala, while the control group was implemented general courses. The instruments in the study consisted of ”The New Creativity Test”, ”The Creativity Assessment on The Affective Factors of Creativity” and ”The Self-concept Scale for Elementary School Students”. The data analysis conducted a one-way ANCOVA, and used the learning performance of ”The creative thinking skill integrated into guidance activity curriculum” on qualitative methods to assess the effectiveness of teaching. Finally, based on the results, suggestions are made for the further studies. The results are as follows: (1) In the “The New Creativity Test”, there were significant differences in fluency, flexibility, originality, and elaboration of figural creative thinking abilities between two groups. The post test scores of the experimental group is higher than the control group. (2) In the “The Creativity Assessment on The Affective Factors of Creativity”, except for the curiosity and challenge, there were significant differences in total score, risk-taking, and imagination of affective factors of creativity between two groups. The experimental group had better outcomes than the control group. (3) In the “The Self-concept Scale for Elementary School Students”, except for the school self-concept, appearance self-concept, and emotional self-concept, the experimental group had better outcomes in total score, physical self-concept, interpersonal self-concept, and Individual self-concept of the self-concept factors. Besides, the family self-concept of the experimental group approached significance. (4) According to learning sheets, creative thinking skills facilitated students to express their thoughts and increased their commitment to the course. (5) According to the feedback forms, most of the students had positive feedback on “Creative Thinking Skills Integrated into Guidance Activity Curriculum”. In Six Thinking Hats, the students liked to use the green hat the most, and disliked to use the black hat the most. Besides, the students thought that the Mandala could not only improve and enrich ideas but enhance their association. (6) This study found that Six Thinking Hats and Mandala can help enhance students' creativity and self-concept, and can be used as a practical reference for future teachers to develop “Creative Thinking Skills Integrated into Guidance Activity Curriculum”.
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創造思考, 六頂思考帽, 曼陀羅思考法, 創造力, 自我概念, 自我發展主題軸, 輔導活動課程, Creative Thinking, Six Thinking Hats, Mandala, creativity, self-concept, self-development theme axis, guidance activity curriculum