國中生活科技多媒體電腦輔助創造思考教學對學生學習成效之影響

Abstract

中文摘要

本研究旨在探討「國中生活科技多媒體電腦輔助創造思考教學」對學生創造思考能力、創造性問題解決能力及作品製作能力之影響，並分析探討是否因學業成就高低而有所差異。 本研究採準實驗研究設計，以樟樹國中一年級學生為研究對象，進行為期十二週的實驗教學。本研究研究之工具為（一）「自編生活科技多媒體電腦輔助創造思考教學課程」（二）吳靜吉（1998）新編創造思考測驗（三）拓弄思創造思考測驗（四）吳世清（2001）創造性問題解決能力問卷（五）作品檢核表（六）學習反應調查問卷等進行教學。本研究發現整理歸納如下: 一、接受國中生活科技多媒體電腦輔助創造思考教學的實驗組學生，其圖形、語文創造思考能力顯著優於控制組學生。 二、接受國中生活科技多媒體電腦輔助創造思考教學的實驗組學生，其創造性問題解決能力，在「問題察覺」及「提出想法」等分數，顯著優於控制組學生。 三、經由統計資料分析可知，多媒體電腦輔助創造思考教學對圖形、語文創造思考能力與創造性問題解決能力的增進成效，並不因學生高、低學業成就，而有顯著差異。 四、接受國中生活科技多媒體電腦輔助創造思考教學實驗組學生，其作品檢核表分數顯著優於控制組學生。 五、接受多媒體電腦輔助創造思考教學對於學生之學習反應呈現正面的反應，學生也有較佳的接受度與喜愛。 關鍵詞：多媒體電腦輔助創造思考教學、學習成效、學業成就Abstract

This research aims to explore the effect of Life Technology Multimedia Computer-Aided Creative Thinking Teaching for Secondary School Students to students’ ability of creative thinking, creative problem-solving and product creation, as well as whether implementation of such teaching method affects students performance on school work. This research adopted the Quasi-experiment research design with first-grade (seventh grader) students of Camphor Tree Junior High School students as subjects of this experiment. This experiment was conducted over a twelve-week period. Research tools adopted by this experiment include (1) “Life Technology Multimedia Computer-Aided Creative Thinking Program” (self-created), (2) Creative Thinking Test (Edited by Wu Jing-Ji in 1998), (3) Torrance tests of creative thinking, (4) Creative Problem-Solving Ability Questionnaire (Wu Shi-Qing 2001), (5) Creation Evaluation Checklist, and (6) Learning Reaction Survey. The following is a summary of post-experiment results: I. Experiment Group students applied with the Life Technology Multimedia Computer-Aided Creative Thinking Teaching performed significantly better than students of the Control Group in the abilities of graphic and language creative thinking. II. Experiment Group students applied with the Life Technology Multimedia Computer-Aided Creative Thinking Teaching performed significantly better than students of the Control Group in the scores of “Question Detection” and “Opinion Proposing” of the Creative Problem-Solving dimension. III. Through data analysis, we derived that Multimedia Computer-Aided Creative Thinking Teaching is effective to improvement of graphic and language creative thinking abilities. This result is not significantly affected by students’ poor/high performance in school work. IV. Experiment Group students applied with the Life Technology Multimedia Computer-Aided Creative Thinking Teaching performed significantly better than students of the Control Group in the scores of Creation Evaluation Checklist. V. Experiment Group students applied with the Life Technology Multimedia Computer-Aided Creative Thinking Teaching had positive reaction in the category of “Learning Reaction”. Students also reacted better to and favored this method of teaching. Keywords: Multimedia Computer-Aided Creative Thinking Teaching, Learning Effectiveness, Learning Achievement