彭信成廖千惠2019-09-042003-07-012019-09-042002http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22N2002000066%22.&%22.id.&http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/99321本研究在編製一套創造思考教學單元活動設計，對高職電子科學生進行教學實驗研究，研究的目的在於以探討此實驗課程對學生創造思考能力、電子創新設計能力之影響。 本研究採「不相等前後測控制組準實驗設計」，研究對象為台中市嶺東中學電子科兩班學生，計74人。依原來上課分組，隨機分派方式區分為實驗組、控制組，實施為期十週的實驗教學。研究工具計有：吳靜吉新編創造思考測驗、電子創新設計能力量表。實驗教學結果，使用t考驗統計方法研究結果發現： 一、 接受創造思考教學的實驗組學生，在創造思考能力方面，語文流暢力、變通力、獨創力分數未顯著優於控制組學生。 二、 接受創造思考教學的實驗組學生，在創造思考能力方面，圖形變通力、獨創力、精進力、流暢力分數顯著優於控制組學生。 三、 接受創造思考教學的實驗組學生，在電子創新設計能力方面，新穎性分數未顯著優於控制組學生。 四、 接受創造思考教學的實驗組學生，在電子創新設計能力方面，精密性、實用性分數顯著優於控制組學生。 最後，根據本研究結果，提出對教學課程內容，以及對未來研究的建議。The purposes of this study are to design an experimental unit teaching program for electronic department of vocational high school. By using this program , the effects of this program on creative think ability , electronic innovative design ability. This study adopts the quasi-experiment plan of the control section with unequal prior& post test. Its objects are the students of Taichung Ling Tung high school with seventy-four students of electronic department in Taichung Ling Tung high school as the object. To aim the expected results the students were divided into two groups, which were experimental group and control group , the experimental teaching is conducted for ten weeks. The study instruments include: the newly compiling creative thinking test by Mr. Ching-Chi Wu. Such statistic methods are used as t-test. It is found from the study results that : 1. The experimental group students of receive the creative thinking teaching , did not made significantly great gains in fluency , flexibility , originality of verbal creative thinking abilities than the control group students. 2. The experimental group students of receive the creative thinking teaching , made significantly great gains in fluency , flexibility , elaboration of figural creative thinking abilities than the control group students. 3. The experimental group students of receive the creative thinking teaching , did not made significantly great gains in novel of electronic innovative design ability than the control group students. 4. The experimental group students of receive the creative thinking teaching , made significantly great gains in practical , precise of electronic innovative design ability than the control group students. Based on the results of that study , some suggestions for the content of teaching curriculum and for future research were proposed for reference.創造思考教學電子創新設計creative thinking teachingelectronic innovative design