解決問題取向創意思考教學對師院勞作課學生創造力之影響研究
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2004
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本研究旨在探究師院勞作課程實施解決問題取向創意思考教學方法提升創造力的成效。研究者參酌世界主要國家科技教育的課程內涵，及我國九年一貫課程自然與生活科技課程綱要的精神，透過「輕、鬆、短、小、妙」原則設計解決問題取向創意思考教學活動，進行準實驗研究。實驗對象係隨機分派台中師院大學部二年級A、B、C三班的學生為研究對象，A班為控制組，B、C兩班為實驗組，A、B兩班全體受試者分別實施「新編創造思考測驗」量表的前、後測驗，但C班不實施前測。測驗所得量化資料採描述性統計、t考驗、單因子共變數分析及變異數分析統計處理。實驗組B班學生於教學歷程中實施檔案評量，並立意取樣三組學生進行訪談，以質化資料詮釋學生在學習歷程中對解決問題取向創意思考教學增進創造力發展的情形。本研究獲致結論如下：(1)解決問題取向創意思考教學可提升師院學生的創造力；(2)輕鬆短小妙的教學活動，可增進師院學生創造力與創意態度；(3)師院勞作課採解決問題取向創意思考教學，可協助學生從「玩」中思考、「玩」中創造。
The purpose of this study was to investigate the elementary-school prospective teachers’ creativities influenced by the instructional approach of problem-solving-oriented creative thinking (PSOCT) in the technology education course at the National Taichung Teachers College. The author firstly reviewed the curriculum content of technology education from the main countries and the Curriculum Guide of Natural Science and Living Technology for Grades 1-9 in Taiwan, then designed PSOCT’s instructional activities which emphasized the following five conceptions: simple materials, frugal money, short time, exquisite works, and surprising learning.” After that, a quasi-experiment study was conducted to three classes of sophomore who took technology education course, A, B, C. Being randomly assigned, Class A was the control group and both Classes B and C were the experimental groups. The experiment lasted for 18 weeks. All subjects in both Classes A and B experienced pretests and posttests but all subjects in Class C only experienced posttests. Both pretest and posttest employed the New Creativity Thinking Test. Descriptive statistics, t-test, one-way ANCOVA and one-way ANOVA were employed to analyzed collected data from tests. In order to interpret the findings of quasi-experiment study, both portfolio assessment and interview were also utilized in Class B to explore the progress of prospective teachers’ creativities. Consequently, the following conclusions were made: (1) The PSOCT may effectively promote prospective teachers’ creativities. (2) The PSOCT’s instructional activities based on conceptions of “simple materials, frugal money, short time, exquisite works, and surprising learning,” can facilitate prospective teachers’ creativities and attitude toward creativity. (3) The PSOCT approach can help prospective teachers “play by thinking” and “play by creating.”
The purpose of this study was to investigate the elementary-school prospective teachers’ creativities influenced by the instructional approach of problem-solving-oriented creative thinking (PSOCT) in the technology education course at the National Taichung Teachers College. The author firstly reviewed the curriculum content of technology education from the main countries and the Curriculum Guide of Natural Science and Living Technology for Grades 1-9 in Taiwan, then designed PSOCT’s instructional activities which emphasized the following five conceptions: simple materials, frugal money, short time, exquisite works, and surprising learning.” After that, a quasi-experiment study was conducted to three classes of sophomore who took technology education course, A, B, C. Being randomly assigned, Class A was the control group and both Classes B and C were the experimental groups. The experiment lasted for 18 weeks. All subjects in both Classes A and B experienced pretests and posttests but all subjects in Class C only experienced posttests. Both pretest and posttest employed the New Creativity Thinking Test. Descriptive statistics, t-test, one-way ANCOVA and one-way ANOVA were employed to analyzed collected data from tests. In order to interpret the findings of quasi-experiment study, both portfolio assessment and interview were also utilized in Class B to explore the progress of prospective teachers’ creativities. Consequently, the following conclusions were made: (1) The PSOCT may effectively promote prospective teachers’ creativities. (2) The PSOCT’s instructional activities based on conceptions of “simple materials, frugal money, short time, exquisite works, and surprising learning,” can facilitate prospective teachers’ creativities and attitude toward creativity. (3) The PSOCT approach can help prospective teachers “play by thinking” and “play by creating.”
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創造力, 解決問題, 創意思考, 師資培育, creativity, problem-solving, creative thinking, teacher preparation