影響國中美術班入學創意表現測驗之因素及其與在學學習成就之相關性研究：以福和國中美術班學生為例

Abstract

本研究以91至93年入學之國中美術班學生共90人為研究對象，以「國中美術班學生基本資料及教育歷程問卷」、國中階段之學業成績、美術成績與日常生活表現成績、「視覺—空間藝術才能特質檢核」、「能力現況調查」為工具進行研究，據以探究研究對象個人與環境因素對創意表現的影響，並探討創意表現與學習成就之相關性，各項研究資料以描述統計、單因子變異數分析、獨立樣本t檢定及皮爾森積差相關係數進行統計分析，茲就本研究之研究結果說明如下： 一、影響創意表現相關因素 美術訓練背景中的學畫時間與創意表現成績有差異性存在，至於性別、出生序、家長職業類別、家長教育程度、國小是否就讀美術班等個人或家庭環境因素與研究對象的創意表現成績皆未達統計上之顯著差異。 二、研究對象入學甄試表現 研究對象國中入學創意表現成績與素描、水彩成績未達顯著相關，與審美知能成績呈現負相關。 三、創意表現與學習成就之相關性 研究對象入學創意表現成績與國中階段學業成績相關未達顯著水準，但學科彼此之間呈現高度正相關和顯著性；創意表現成績與國中階段美術科目表現未達顯著相關，而美術科目彼此間皆達正相關之高顯著水準；創意表現成績與國中階段各學期日常生活表現皆未達相關顯著，各學期之日常生活表現與平均成績皆達顯著相關。 四、創意表現與人格特質 研究對象國中入學創意表現成績與學習特質未達統計上之相關顯著，與藝術才能特質、動機特質、創造力特質、領導才能特質和人際溝通特質相關達顯著水準，其中創意表現成績與創造力特質的相關呈現最為顯著水準。 最後根據本研究發現，提出若干建議做為未來美術資優生入學鑑定、美術班教學以及後續研究之參考。The subjects of this research were the 90 students entering the art class from 2002 to 2004. The tools we used included: “Questionnaires of Basic Information and Educational Background from Junior High School art class students”, “School Studying Grades in Junior High School”, “School grades of Art”, “Grades from Daily Life Performance”, “Vision-Space Art Talent Examination”, and “Current Ability Investigation” in order to determine the influences on creativity performance from research subject’s personal and environmental factors. Furthermore, we would also discuss the correlation of creativity performance and learning achievements. Each of the research data will be statistically analyzed with description statistics, one-way analysis of variance, independent samples t test, and Pearson Product Moment correlation coefficient. The conclusions of the research were detailed below: 1.The related factors to influence creativity performance The time length of learning painting, in art training background, showed variation in creativity performance. As to these personal and environmental factors like gender, birth sequence, parents employments, parents’ education levels, or participation in Art Class from elementary school, did not make significant statistical difference in creativity performance. 2.Performance of research subjects on acceptance examination Research subjects’ creativity performance in acceptance examination did have negative relation with the knowledge and ability to appreciation of beauty; it neither showed significant relation with sketch and watercolor grades as well. 3.The relation between creativity performance and learning achievement There was no significant relation between the creativity performance and school studying grades, but academic courses themselves showed highly positive and significant correlations. Creativity performance did not have significant correlation with art courses grades, but art courses had related significant and positive correlation with each other. Daily Life Performance had no significant correlation with creativity performance, but daily life performance in each semester did have significant correlation with average grades. 4.Creativity performance and personal characteristic Creativity Performance on acceptance examination did not have statistical correlation with learning characteristics, but it had significant correlation with art talent specialty, motivation characteristic, creativity characteristic, leadership characteristic, and communication characteristic; among these, the grades from creativity performance had the most significant correlation with creativity characteristic. At last, per the research findings, we proposed several suggestions as the reference to be used in acceptance examination for students with great art talent, art class teaching, and further research in the future.