實施積木創造力教學方案對學齡前幼兒創造力表現之成效及影響

Abstract

本研究探討學齡前幼兒以積木為創造思考教學之素材的創造力表現。採等組前後測之準實驗研究設計。研究對象為臺北市公立小學附設幼兒園共30名學生，學生年齡介於4-6歲，實驗組進行共12次的積木創造力教學方案；對照組為原課程活動。兩組接受「行動與動作創造思考測驗」之前、後測，分析教學前後流暢性、獨創性及想像性的差異。研究資料將以SPSS 23.0進行描述統計及共變數分析，其結果如下：實驗組及對照組通過前測之同質性檢定，在接受實驗介入後，一、實驗組在「流暢性」、「獨創性」、「想像性」顯著高於對照組。二、實驗組研究記錄、作品照片等作為質性資料顯示，在創造思考教學的引導下，幼兒在口語及創作的流暢性及獨創性皆有提升。以上研究結果，可作為後續研究及教學之依據及參考。

This study investigated the creativity of preschool children using building blocks as the material for creative thinking teaching. A quasi-experimental study design of pre -test and post-test of equal groups. The subjects of the study were 30 students in a kindergarten attached to a public primary school in Taipei City, aged 4-6 years. The experimental group was given a total of 12 times of building block creativity teaching program. The control group was the original course activity. The two groups were tested before and after the “Thinking Creatively in Action and Movement”, and the differences of fluency, originality and imagination were analyzed before and after the teaching. SPSS 23.0 was used for descriptive statistics and covariate analysis. The results were as follows: the experimental group and the control group passed the homogeneity test in the pretest. After experimental intervention, the experimental group had significantly higher scores in “fluency”, “originality” and “imagination” than the control group. 2. The experimental group's research records and pictures of works as qualitative data show that under the guidance of creative thinking teaching, children's fluency and originality in oral and creative writing are improved. The above research results can be used as the basis and reference for subsequent research and teaching.