林仁傑Jen Chieh Lin陳慧英Chen Hui Ying2019-08-282012-8-72019-08-282012http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22GN0098A02117%22.&%22.id.&http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/88937本研究旨在探討摺紙創意教學對國小學童圖形創造力發展之影響。本研究根據「問、想、做、評」的創意教學模式，設計一套以創造思考技法之「創意十二訣」為核心概念的「摺紙創意教學」，作為研究教案進行教學，期待提升學童圖形創造力的發展。 本實驗採準實驗研究法，以國小五年級兩班共36個學童進行摺紙創意教學。教學期間各為九次，每次一單元教一摺紙基本形，每個單元進行一小時。另一班對照組則不進行摺紙創意教學。研究者除了以陶倫斯創造思考測驗圖形版(TTCT)(Torrance Tests of Creative Thinking)施測學童圖形創造力外，並自編摺紙創造力量表，對教學期間收集學童部分作品進行質性分析。其結果如下： 一、「摺紙創意教學」對實驗組在圖形創造力的改變 兩班實驗組學童在經過「摺紙創意教學」課程後，學生的「流暢力」「開放 力」「獨創力」「精密力」，均比對照組學童有顯著提升效果。 二、自編摺紙創造力評量表與陶倫斯創造思考測驗，兩者之間各分量表跟總量表 雖都沒有相關，但本身具有測創造力的信度，仍有待發展研究。 三、經過實驗教學之作品分析，不論是流暢力、變通力、獨創力和精進力的表 現，普遍而言都較優於未經實驗教學的對照組學童作品。 最後根據研究結果提出研究發現與建議。This study aimed to explore the influence of creative teaching of Origami to the graphic creativity development of elementary students. This study is based on creative thinking teaching method of “asking, thinking, doing and evaluating. Designing a set of “Creative Origami Teaching Program” and focusing on “12 creative formulas” of creative thinking skills as its concept, expect to boost Graphic creativity development of elementary students. This experiment picked out 5th grader students with general ability and gifted students with ordinary capability as models for this research. This experimental study consists of 9 units. Students were divided into two groups and received a total of 9 hours teaching activity (1-hour teaching activity per unit) – one basic origami shape for each meeting. In addition to the used of TTCT (Torrance Tests of Creative Thinking) in analyzing the creative ability of the participants, the researchers also based their score on some of the students completed handiwork. The results of the research are as follows: 1. “The Creative Teaching of Origami” shows changes on the graphic development ability of the children in experimental group. After undergoing “Creative Teaching of Origami” program, the participants from the two experimental groups demonstrated an apparent increase in their overall fluency, flexibility, originality and elaboration ability. 2. Based on my personal evaluation form and TTCT interpretation, show though the individual and overall assessment sheets don’t correlate, but with the reliability of measuring creativity.There is still a room for development. 3. The Performance of the children who underwent this experimental study and the analysis of their works, regardless of fluency, flexibility, originality and elaboration are better off compared to those children who didn’t. Finally, based on the result of this experiment provides findings and suggestion.摺紙創意教學圖形創造力Origamicreative thinking teachinggraphic creativity