現代的社會每天都有不同的問題產生,而每個人對於問題的解決的方式都不同,一般來說創造力會和問題解決能力作為聯想,因每個問題複雜的複雜度都不相同,所以解決問題不僅須要有獨立思考的判斷力,還須要有多樣思考的創造力,則創造力是最近幾年教育學者對國內填鴨式教育特別提倡需要加強重視的能力,所謂的創造能力是可以被研發出產品的,也可以是思想與理論的創新、也可以是問題解決的能力,然而對於學生是否真的有提升他們的創新能力,本研究會利用創新課程所來教導同學的問題解決能力,最後再利用創新課程來設計一份問卷作為創新課程接受度讓此研究可以得知是否有提升學習成效。故本研究以義守大學-工業管理學系學士班(A.B合班)為對象,探討個人既有的問題解決能力是否會因為創新課程接受度相關課程教學,而改善或提升個人的學習成效,並使用結構線性模式之中介模型的方式了解其相互影響之關係。將此數據結果提供給企業或學校,作為企業規畫提升員工創造力參考依據。本研究在研究個案中的分析結果顯示,在創新課程的教學過程中,學生個人的問題解決能力會影響課程之學習成效;另外透過提升學生對課程之接受度也對課程之學習成效有正面影響。
In general, problem solving is associated with creativity, because not only judgment ability of independent thinking but also creative ability of variety thinking should be haven for high degree problems. Creativity is the concerned ability that educators promote for spoon-feeding education in recent years. The so-called problem-solving can develop products, and it can be theoretical innovation and the abilities of divergent thinking and solving problems. Therefore, the subjects of this research are the undergraduate students of ISU-Department of Industrial Management (A&B class), and the study aims to explore whether the individual problem-solving ability of the individual will improve or enhance the learning efficiency of the individual due to the teaching of the innovation-related course, then it can understand the relationship of mutual influence according to the intermediary model of structural linear model. The results of data will provide to the enterprise or school and to be the reference to enterprise for planning to promote employees' creativity. The analysis of research case appears that the student's ability of solving problem can influence to learning effectiveness of courses in the teaching process of innovative tools. In addition, it can have positive impact for learning effectiveness of courses according to promote students' acceptance of the courses.
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