創造性問題解決模式於產品設計教學應用之研究

Abstract

本研究旨在探討「創造性問題解決模式於產品設計教學應用之研究」，主要目的在探討CPS產品設計教學對學生創造力、問題解決態度之影響，並進一步探討學生對CPS產品設計教學之學習反應。由本研究之研究目的為（一）探討在經過CPS產品設計教學後，是否能提升學生在產品設計上的表現。（二）探討CPS產品設計教學對學生問題解決之影響。（三）探討學生對CPS產品設計教學之學習反應。 本研究根據文獻探討的結果，發展實驗教材與測驗工具，挑選國立台灣師範大學工業科技教育學系二年級學生，進行教學實驗，經過威廉斯創造力測驗分組、實驗教學、專家評分的程序後，以t檢定、共變數分析，對問題解決、教學過程所得的資料加以處理並以之為依據，討論CPS產品設計教學對學生問題解決態度及產品設計能力的影響。此外，藉由教學反應量表的實施與所得資料，瞭解學生對CPS產品設計教學之學習反應。綜合上述結果，進而提出對產品設計教學與未來研究有用之建議。 本研究獲致以下結論：

一、實驗組學生在產品設計方面並未與控制組達到顯著差異，但仍達到教學成效。原因如下： (一) 教學以活動為主 。 (二) 教師的引導方式。 (三) 學生過去經驗的影響。 (四) 技術與練習的不足。 (五) 實驗教學時間較短。 (六) 被動的心態。 (七) 以往教師教學方式的影響。

二、實驗組學生在接受CPS產品設計教學後，實驗組學生在產品設計的表現上有相關的提升。

三、CPS產品設計教學有助於問題解決態度的培養。

四、多數實驗組學生認為CPS產品設計教學方式很好，並希望教師能繼續使用這種教學策略。

五、多數實驗組學生認為課程的安排很不錯，也願意學習類似的課程。

六、多數實驗組學生喜歡這類的學習活動，在問題獲得解決時有很大的成就感，且認為這項課程是成功的。

七、實驗組學生對CPS教學有良好的接受程度，對課程與活動非常喜愛。This study tended to explore the application of creative problem solving (CPS) in the product design teaching. The main target was discussing the influences of the CPS product design teaching in students’ creativity and problem-solving manners. Furthermore, this study also investigated students’ responses toward the CPS product design teaching. This paper attempted to answer the following research questions: (1) Can CPS product design teaching promote students’ product design performance? (2) How does CPS product design teaching influence students’ question solving ability? (3) How do students response to the CPS product design teaching?

According to the reviewed literature, experiment teaching materials and examination tools were developed. The subjects of this experiment were chosen from the second-grade students in National Taiwan Normal University Department of Industrial Technology Education. The subjects grouped based on the results of Williams creativity examination went through the experimental teaching and were evaluated by experts. The statistics and information gathered in the process of the experiment were analyzed by T-test and Variable Analysis. The analysis were used as the basis to discuss the influence of CPS product design teaching in students’ problem-solving manners and product-designing capability. In addition, the subjects’ learning responses to the CPS product design teaching were investigated according to the implementation of the teaching responded meter and the obtained information. Based on the results of the above analysis, the suggestions for the product design teaching and further studies were proposed. The following were the conclusions: 1. In the product design aspect, the experimental group did not reveal a great difference from the controlled group, but still achieved some learning effects. There were the reasons as the following: (1) the teaching focused primarily on activities, (2) ways of teachers’ instructions, (3) influences of the subjects’ previous experiences, (4) insufficiency of the technical and practice, (5) little time of experimental teaching (6) students’ passiveness, (7) influences of the former teachers’ teaching styles.

2 After accepting the CPS product design teaching, the experimental group had promotion in product design performance.

3. The CPS product design teaching was helpful to the cultivation of students’ question-solving manners.

4. Most of the subjects in experimental group showed positive responses toward the CPS product design teaching mode, and hoped that the teacher could keep using this teaching strategy.

5. Most of the subjects in experimental group thought highly of the curriculum arrangement and were willing to experience similar curriculums.

6. Most of the subjects in experimental group enjoyed this kind of learning activity. They got a great sense of achievement from solving the problems. They also thought this curriculum as a success.

7. The experimental group revealed cordial acceptance to the CPS teaching.