國小一般智能資賦優異學生創造力課程實施之研究
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2014
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本研究之主要目的在根據特殊需求領域課程大綱之創造力課程第一階段分段能力指標，配合九年一貫各學習領域與重大議題分段能力指標，設計適合國小中年級資優生創造力教材。本研究除探討其編製過程、實施情形與試行成效外，並進一步推廣應用於其他資優資源班。整個研究分為二部份，第一部份為行動研究，以海天國小9位資優生與2位教師為研究對象，透過創造力測驗、觀察、訪談、研究日誌、能力指標檢核與文件蒐集進行教材編製與探討實施過程。第二部份為教學實驗準實驗設計，針對實驗組資優生29名實施16週之自編創造力教材，而30名對照組學生則在原校接受創造力教學，除以創造力測驗前後測探討學習成效，並採檢核能力指標、觀察與訪談等方式探討三與四年級資優生之學習差異。本研究之主要發現如下。
壹、創造力教材編製與實施方面
一、創造力教材應符合資優生需求與4P原則，需先選擇特殊需求領域之創
造力課程能力指標，並與主題有關之九年一貫學習領域與重大議題之能
力指標結合。能力指標可經過替換、拆解、組合與聚焦等方式轉化為具
體之單元目標，且各單元流程需依認識任務、確定任務、產生及選擇創
意、修改創意提高品質、實踐與分享和完成任務等歷程加以規劃。
二、各單元教材應具有系統性，以前幾單元學過之能力指標為教材基礎，再
加入新的指標，使指標在練習與複習中逐漸被強化。
三、資優生執行計畫之執行力需由教師從旁給予大量協助與督促。在教材實
施過程中應提供創造實例與生活化的任務。
四、資優生於各單元之創造力學習行為如學習興趣、投入創造活動、蒐集資
料、參與討論、分工合作完成任務、運用先前或學過知識能力解決問題、
依據教師或同儕建議選擇與修正、學會某能力、製作作品、學到新創造
思考技能與對作品滿意度等表現大致均佳，各單元設計大致合宜。
五、本教材在第一部分之行動研究過程後，從活動內容、教具、前導組織活
動、教師介入程度、活動順序安排等加以調整或修正各單元，且將每單
元皆改以八節課規劃實施，並在教材設計加欄位顯示能力指標來源與轉
化結果。
六、跟參與研究前比較，協同研究者更具信心轉化能力指標與從事創造力教
材之設計與實施，能掌握教材設計與個別輔導計畫之聯結性，且願意營
造創造性環境；而研究者則更能發揮能力彈性調整或延伸教材，且更有
能量從事課程領導工作，亦更能理解中年級資優生之學習特質。
七、資優生除在創造思考能力之流暢力、獨創力、變通力與精密力等向度，
與創造性傾向之想像力學習效果皆有進步外，在各能力指標表現亦大致
良好，且對具動手操作之單元滿意度較高。
貳、創造力教材推廣應用成效方面
一、實驗組資優生接受研究者編製之創造力教材後，在語文及圖形為管
道表現出的流暢力、獨創力、變通力與精密力等創造思考能力均顯著高
於對照組資優生；而在創造性傾向中的想像力和挑戰心得分均顯著高於
對照組，唯在冒險心與好奇心之得分則未有明顯差異。
二、實驗組資優生能力指標達成情形良好且穩定，惟文字創作能力則可能需
更多時間方能逐步養成；至於三與四年級資優生在與好奇心與流暢力相
關之能力指標表現均達優異之程度，且三年級表現優異能力指標較四年
級資優生多，顯示從三年級實施創造力教學確有其必要。
三、三年級資優生之壓力擔負與處遇能力有所提升，除更有意願投入任務，
且能分工合作與主動以不同方式表現創意；同時在回饋他人時，不僅有
批評亦有正向意見與建議，且表達具有條理。
四、四年級資優生能專注於每一次任務，接受任務挑戰之意願有所提升，
思維更多元，且能運用上課所學思考技能於其他教學活動。
參、建置創造力課程與教學架構
從行動研究與教學實驗研究結果顯示創造力課程需依據資優生的個別輔導計畫設計，其架構需先聯結所選用之能力指標，做為主題擬定之依據，並轉化為單元目標。另需納入教學流程及活動、資源與時間、班級經營與評量方式等配套。
本研究並根據上述發現，針對未來資優或創造力教育之發展與研究提出建議。
The main purposes of these two stage studies were (1) to design creativity teaching materials for the 3rd and 4th grade gifted students according to the first learning stage competence indicators of the newly edited creativity curriculum guidelines for the students with special needs and the first and second stages competence indicators related to the seven learning areas and the important issues of the grade 1 to 9 regular education curriculum; and (2) to experiment the above edited creativity teaching materials to gifted students from other resource room programs. Action research was used in the first stage study and participants were 9 gifted students studying from Hi-Tian elementary school. Data were collected through creativity assessment instruments, observation checklists, interviews, daily research records, curriculum competence indicators checklists and written documents. The second stage study was a quasi-experimental design study. The experimental group with 29 gifted students received creativity teaching materials developed from the first stage study for 16 weeks, whereas the control group of 30 gifted students was still received the original creativity curriculum teachings in their own schools. The pretest-posttest of creativity assessment instruments, competence indicators checklists, observation checklists and interviews were conducted to explore the effects of the curriculum teaching materials. The main findings of the whole research were as the following. 1. Creativity teaching materials should be edited based on the needs of gifted students and the 4P creativity principles. The editing process should be firstly selecting the competence indicators from creativity curriculum guidelines for the students with special needs. And then combining the competence indicators with interesting topic units and integrated with the competence indicators from related learning areas or important issues of the grade 1-9 regular education curriculum. After that, the researcher transformed the above competence indicators into unit objectives by means of " substitution", "decomposition", "combination" and "focusing". Each unit included " knowing the task"," confirming the task", "developing and selecting innovative ideas", "modifying the ideas", "putting the ideas into practice" and "executing the task" sequentially. 2. The usage of the competence indicators should be based on the indicators students had learned and then added in new indicators systematically. The competence indicators could be be strengthened by means of practices and reviews. 3. The gifted students should be provided with creative examples and daily lives tasks , and their executive ability needed to be developed through teachers' assistance and urge. 4.The gifted students showed desirable creative behaviors such as interesting in learning, engaging the creative activities, collecting information, discussing with others, cooperating with others, using previous knowledge, modifying the work according to the suggestions from the teachers and classmates, learning certain knowledge, knowing how to do work, and thinking more deeply. 5.The creativity teaching materials were modifyed and adapted in teaching contents, aids, advanced organizers, the level of teacher's intervention and sequences of activities. Moreover, each unit added to 8 lessons and some columns to present the competence indicators and the results of transformation. 6. Through action research, the co-workers had more confidence not only in transforming the competence indicators but also in designing and implementing the creativity teaching materials. They could connect teaching materials with student’s individualized guidance plan and were willing to establish creative environment as well. The researcher was more capable and had more energy to adapt and edit creative teaching materials flexibly. 7.The gifted students in the action research improved significantly in fluency, flexibility , originality, elaboration and imagination of creative thinking and achieved competence indicators well. They were more highly satisfied with the hands-on units. 8.The experiment group 's fluency, originality, flexibility and elaboration of creative thinking both in verbal and figural versions, and the imagination and complexity of divergent thinking were higher than the control group. However, there were no significant differences found between the two group in risk-taking and curiosity of divergent thinking. 9.The experiment group achieved the competence indicators well and stably. However, creative writing needed more time to improve step by step. The 3rd and 4th grade gifted students both showed excellent performances in competence indicators related to curiosity and fluency, and the 3rd graders achieved more competence indicators than the 4th graders. 10.The 3rd grade gifted students' abilities to bear and deal with pressure increased. They were more willing to commit themselves to the tasks, cooperate with others, and actively perform in various ways. When giving comments to others, they not only criticized others, but also tried to give positive suggestions with clear expression. 11.The 4th grade gifted students were able to engage in each task. Moreover, their will to face challenges was enhanced and their thought became more diverse. Furthermore, they could apply the creative thinking skills learned to other teaching activities. 12.The results of both action and quasi-experimental research indicated that creativity curriculum should be designed according to gifted student's individulized guidance plan. The framework should firstly choose related competence indicators for deciding the topics and transforming the unit objectives. Then, teaching activities and procedures, resources and time, classroom management and assessment methods should all be infused into the units. According to the above findings, the researcher made some suggestions for the development and implementation of creativity curriculum and instructions in the future.
The main purposes of these two stage studies were (1) to design creativity teaching materials for the 3rd and 4th grade gifted students according to the first learning stage competence indicators of the newly edited creativity curriculum guidelines for the students with special needs and the first and second stages competence indicators related to the seven learning areas and the important issues of the grade 1 to 9 regular education curriculum; and (2) to experiment the above edited creativity teaching materials to gifted students from other resource room programs. Action research was used in the first stage study and participants were 9 gifted students studying from Hi-Tian elementary school. Data were collected through creativity assessment instruments, observation checklists, interviews, daily research records, curriculum competence indicators checklists and written documents. The second stage study was a quasi-experimental design study. The experimental group with 29 gifted students received creativity teaching materials developed from the first stage study for 16 weeks, whereas the control group of 30 gifted students was still received the original creativity curriculum teachings in their own schools. The pretest-posttest of creativity assessment instruments, competence indicators checklists, observation checklists and interviews were conducted to explore the effects of the curriculum teaching materials. The main findings of the whole research were as the following. 1. Creativity teaching materials should be edited based on the needs of gifted students and the 4P creativity principles. The editing process should be firstly selecting the competence indicators from creativity curriculum guidelines for the students with special needs. And then combining the competence indicators with interesting topic units and integrated with the competence indicators from related learning areas or important issues of the grade 1-9 regular education curriculum. After that, the researcher transformed the above competence indicators into unit objectives by means of " substitution", "decomposition", "combination" and "focusing". Each unit included " knowing the task"," confirming the task", "developing and selecting innovative ideas", "modifying the ideas", "putting the ideas into practice" and "executing the task" sequentially. 2. The usage of the competence indicators should be based on the indicators students had learned and then added in new indicators systematically. The competence indicators could be be strengthened by means of practices and reviews. 3. The gifted students should be provided with creative examples and daily lives tasks , and their executive ability needed to be developed through teachers' assistance and urge. 4.The gifted students showed desirable creative behaviors such as interesting in learning, engaging the creative activities, collecting information, discussing with others, cooperating with others, using previous knowledge, modifying the work according to the suggestions from the teachers and classmates, learning certain knowledge, knowing how to do work, and thinking more deeply. 5.The creativity teaching materials were modifyed and adapted in teaching contents, aids, advanced organizers, the level of teacher's intervention and sequences of activities. Moreover, each unit added to 8 lessons and some columns to present the competence indicators and the results of transformation. 6. Through action research, the co-workers had more confidence not only in transforming the competence indicators but also in designing and implementing the creativity teaching materials. They could connect teaching materials with student’s individualized guidance plan and were willing to establish creative environment as well. The researcher was more capable and had more energy to adapt and edit creative teaching materials flexibly. 7.The gifted students in the action research improved significantly in fluency, flexibility , originality, elaboration and imagination of creative thinking and achieved competence indicators well. They were more highly satisfied with the hands-on units. 8.The experiment group 's fluency, originality, flexibility and elaboration of creative thinking both in verbal and figural versions, and the imagination and complexity of divergent thinking were higher than the control group. However, there were no significant differences found between the two group in risk-taking and curiosity of divergent thinking. 9.The experiment group achieved the competence indicators well and stably. However, creative writing needed more time to improve step by step. The 3rd and 4th grade gifted students both showed excellent performances in competence indicators related to curiosity and fluency, and the 3rd graders achieved more competence indicators than the 4th graders. 10.The 3rd grade gifted students' abilities to bear and deal with pressure increased. They were more willing to commit themselves to the tasks, cooperate with others, and actively perform in various ways. When giving comments to others, they not only criticized others, but also tried to give positive suggestions with clear expression. 11.The 4th grade gifted students were able to engage in each task. Moreover, their will to face challenges was enhanced and their thought became more diverse. Furthermore, they could apply the creative thinking skills learned to other teaching activities. 12.The results of both action and quasi-experimental research indicated that creativity curriculum should be designed according to gifted student's individulized guidance plan. The framework should firstly choose related competence indicators for deciding the topics and transforming the unit objectives. Then, teaching activities and procedures, resources and time, classroom management and assessment methods should all be infused into the units. According to the above findings, the researcher made some suggestions for the development and implementation of creativity curriculum and instructions in the future.
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Keywords
國小資優生, 創造力教材, 能力指標, 創造力課程, 行動研究, 準實驗設計, elementary gifted students, creativity teaching materials, competence indicators, creativity curriculum, action research, quasi-experimental design