林正昌Lin, Cheng-Chang林毓嵐Lin, Yu-Lan2019-08-282017-07-032019-08-282017http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22G0004A02102%22.&%22.id.&http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/88775　　近年來創造力教育備受重視，瞭解使用何種方法能夠增進創造力的學習便十分重要，而在教學現場中，範例可謂是教師最常使用的方法之一，因此本研究的目的為：瞭解高低獨創力範例對學生創造力的影響，以及不同創造力程度的學生，在提供高低獨創力範例後的創造力表現。本研究以實驗研究法探究高低獨創力範例對256位國中生創造力表現的影響。自變項為高低獨創力範例及學生的創造力，依變項則為創造力的表現。範例從新編創造思考測驗的常模中篩選，並以報紙的不尋常用途測驗及新編創造思考測驗進行創造力的測量。假設提供高低獨創力範例，學生在創造力表現會有差異，且不同創造力程度的學生，在提供高低獨創力範例後的創造力表現會有差異。研究結果發現：一、提供高獨創力範例，學生在圖形測驗中流暢力、變通力及獨創力及總分的表現會顯著高於給予低獨創力範例，而精進力則無顯著差異；二、低創造力的學生給予高獨創力範例在圖形測驗的流暢力、變通力、獨創力及總分的表現會高於給予低獨創力範例，而精進力則無顯著差異；三、範例的影響對圖形較語文明顯；四、若為提升創造力，需提供高獨創力範例；五、高低獨創力範例與個體創造力在創造力表現上無交互作用。In recent years, creative education has paid much attention. It is very important to understand how to improve students’ creativity. In addition, giving the example can viewed as one of the most commonly used methods. Therefore, this study focuses on the effect of high and low originality examples on the junior high school students’ creativity. This study explores the impact of high and low originality examples on 256 junior high school students’ creativity by experimental research. Independent variables are high and low originality examples and the different level of students’ creativity. Dependent variable is student’s creativity performance. Examples were selected from the norm of the New Test of Creative Thinking. “Unusual Uses of the Newspapers Test” and “The New Tests of Creative Thinking” were used to measure creativity. Assuming high and low originality examples provided, students will behave differently in creativity, and different creativity students will differ in their performance after providing different examples. The results show that: First, after provided high originality example, students’ fluency, flexibility, originality and total score in the figural test will be significantly higher than given low originality example, while there is no significant difference in elaboration. Second, low creativity students giving high originality example shows higher fluency, flexibility, originality and total score than given low originality example, while there is no significant difference in elaboration. Third, the impact of the example shows much more on figural than on verbal creativity. Fourth, in order to enhance creativity, teachers have to provide high originality examples. Fifth, there aren’t interaction between different type of examples and different creative students.範例創造力獨創力examplecreativityoriginality