「創造思考教學融入綜合活動學習領域」對國中生創意表現影響之研究

Abstract

本研究主要目的是：1.設計一套國中生適用的「創造思考教學融入綜合活動學習領域」教學方案；2.探討「創造思考教學融入綜合活動學習領域」教學方案，對國中生創造思考能力的影響；3.分析「創造思考教學融入綜合活動學習領域」教學方案對國中生作文創意表現的遷移效果；4.提出具體建議，作為國中階段推動創造思考教育的參考。 本研究採「不等組前測-後測」準實驗設計，以桃園縣某國中72名國二學生為研究對象，實驗組共35位學生，對照組共37位學生。以「新編創造思考測驗」及「寫作創意評定量表」作為了解研究對象創造力的工具，以前後測的得分，以單因子共變數分析考驗研究假設。研究者運用「課程回饋問卷」、「創造思考教學課程回饋問卷」、「教學省思札記」，進行教學歷程分析。根據結果，主要發現如下： 一、創造思考教學策略可以很自然地融入綜合活動各單元。 二、「創造思考教學融入綜合活動學習領域」對國中生語文創造思考能力之影響：1.本實驗教學能提升國中生語文流暢力；2.本實驗教學能提升國中生語文變通力；3.本實驗教學能提升國中生語文獨創力。 三、「創造思考教學融入綜合活動學習領域」對國中生圖形創造思考能力之影響：1.本實驗教學能提升國中生圖形精進力；2.本實驗教學未能提升國中生圖形流暢力、圖形變通力及圖形獨創力。 四、「創造思考教學融入綜合活動學習領域」能提升學生學習動機；實驗教學能激發學生創造潛能；教師在實驗教學中獲得成就感。 五、「創造思考教學融入綜合活動學習領域」對國中生作文創造力遷移的影響：1.本實驗教學能提升國中生國文寫作獨創性，及整體表現；2.本實驗教學未能提升國中生國文寫作寫作流暢性、寫作變通性及寫作精進性；3.寫作獨創性表現佳的國中生肯定實驗教學有助於提昇寫作態度及寫作表現。 六、「創造思考教學融入綜合活動學習領域」教學獲得大多數實驗組學生喜愛，多數實驗組學生認為本課程有助於增進創造思考能力，並願意在學習及未來中落實。 最後，研究者歸納研究結論，並提出教學及未來相關研究之建議， 作為學校教師教學以及未來研究之參考。The purpose of this study were: 1) to design a “creativity teaching into the integrative activities learning area” program which was suitable for junior high school students; 2) to investigate the effect of the program for junior high school students on the ability of creative thinking; 3) to analyze the transfer effect of the program on essay writing; 4) to provide suggestions for the implementation of creativity teaching in junior high school. 72 eight graders in a junior high school in Tao Yuan county were invited as the participants of the study. The design of nonequivalent pretest –posttest control group, as quasi-experiment design, was being applied to the research. There were 35 students in the experimental group and 37 students in the comparison group. Two instruments which were utilized to examine the creativity of participants were " New Creativity Test" and" Creative Writing Ability Scale ". The collected data were analyzed by one-way ANCOVA .The researcher conducted the analysis of the instructional process by “Feedback questionnaire”, “Creativity teaching Feedback questionnaire” and “teaching reflective journal”. According to the result, the findings were presented as the following: 1. Creative teaching strategies could be applied to the integrative activities learning area under natural circumstances. 2. As for linguistic creative thinking ability, experimental group students demonstrated remarkable superiority in linguistic fluency, flexibility and originality over comparison group students. 3. As for the ability of graphic creative thinking, experimental group students demonstrated remarkable superiority in graphic elaboration over comparison group students. As for the fluency, flexibility and originality, there was no notable difference between the two groups. 4. The instruction of the program “Creativity Teaching into The Integrative Activities Learning Area” could improve the learning motivation of students in experimental group. The experimental instruction could inspire the creative potential of students. Meanwhile, the researcher felt the sense of achievement via the instructional process. 5. As for the ability of creative writing, experimental group students demonstrated remarkable superiority in originality of writing and overall performance over comparison group students. As for the quality of fluency, flexibility and elaboration of writing, there was no notable difference between the two groups. The experimental group students with good performance in originality of writing agreed that the program was helpful to promote writing attitude and writing performance. 6. The instruction of the program “Creativity Teaching into The Integrative Activities Learning Area” brought on appreciation among the majority of students participating in the experiment. Most students of experiment group considered the teaching beneficial to the enhancement for the ability of creative thinking, and they were willing to apply the ability to learning in the near future. Based on the results of the study, the researcher also provided several suggestions for further development of schooling and research.