積木建構方案對特殊需求幼兒創造思考能力成效之研究

Abstract

本研究旨在探討積木建構方案對特殊需求幼兒創造思考能力之成效。研究者採單一受試研究法撤回設計（A-B-A設計），以台灣專利蜂巢鳩尾積木為教學工具，對三名學前特教班之本研究旨在探討積木建構方案對特殊需求幼兒創造思考能力之成效。研究者採單一受試研究法撤回設計（A-B-A設計），以台灣專利蜂巢鳩尾積木為教學工具，對三名學前特教班之特殊需求幼兒進行為期八週之實驗教學。自變項為積木建構方案，依變項分別為改變造型、改變空間、建構獨立造型及作品表現，並以幼兒興趣與優勢調查表、自編幼兒作品檢核表、自編創造力課程評量以及行動和動作創造思考測驗（TCAM）前後測結果，與蒐集受試者於各階段之行為表現，分析量化及質性資料，以曲線圖分析、視覺分析、C統計及後設分析(超越中數的比率)，分析創造思考能力之成效；研究中創造力課程評量與標準化前後測結果為正向的變化，呈現幼兒間內在差異之情形，但無法直接解釋特殊需求幼兒有創造力；研究結束後請家長與教師填寫教學回饋表，以建立本研究之社會效度。本研究結果摘要如下：一、「積木建構方案」對特殊需求幼兒改變造型、建構獨立造型與作品表現具立即成效，且改變空間部分具立即成效。二、「積木建構方案」對特殊需求幼兒建構獨立造型與作品表現具維持成效，且改變造型與改變空間部分具維持成效。三、「積木建構方案」對特殊需求幼兒創造思考能力具有社會效度。

The purpose of this study is to investigate the effect of building block construction program on the creative thinking ability of children with special needs. The researcher adopted a single-subject study withdrawal design (A-B-A design), and an eight-week experimental teaching for three children with special needs in a preschool special education class using Taiwan's patented honeycomb dovetail building blocks. The independent variable was the building block construction plan, and the dependent variables were changing the shape, changing the space, constructing independent works and performance of works. The researcher used the questionnaire of children's interests and strengths, the self-edited checklist of children's works, the evaluation of self-edited creativity curriculum, and the pre- and post-test results of the Action and Movement Creative Thinking Test (TCAM), and collect the behavioral performance of the subjects at each stage , then analyze quantitative and qualitative data, analyzes the effect of creating thinking ability through graph analysis, visual analysis, C statistics and meta-analysis (the ratio beyond the median). In the research, the creativity curriculum assessment and standardized pre- and post-test results have positive changes, showing the situation of internal differences among children, but cannot directly explain the creativity of children with special needs. After the study, parents and teachers were asked to fill in the teaching feedback form to establish the social validity of this study. The results of this study are summarized as follows:1. The building block construction program showed immediate effects on changing the shapes, constructing independent works and performance of works for children with special needs, but has shown partly immediate effects on changing the spaces.2. The building block construction program has shown maintenance effects on the constructing independent works and performance of the works for children with special needs, but has shown partly maintenance effects on changing the shapes and spaces.3. The building block construction program has social validity for the creative thinking ability of children with special needs.