綜合高中畜產保健學程創意教學之研究─以動物輔助玩具為例

A Study of Creative Teaching on Animal Toys auxiliary in a Program of Livestock Products & Hygienics of Comprehensive High School

劉毓婷(Yu-Ting Liu)

指導教授 ： 羅希哲

國立屏東科技大學/人文暨社會科學院/技職教育研究所/碩士(2015年)

https://doi.org/10.6346/NPUST.2015.00128

摘要

本研究旨在探究教師於教學過程中融入創意教學之概念，以寄居蟹式教學法教學來結合創意動物輔助玩具設計，並進一步觀察學生於此教學過程中發揮創造力開發與合作學習之重要性。本研究以台南市某綜合高中畜產保健學程二年級全班44位學生分六組進行動物玩具設計。
課程於每周兩堂專題製作時進行，實施方式以修正傳統教學法以上對下模式，增加教師課程引導，實地參觀了解、師生間互動方式、學生間合作學習概念與動物玩具實測方式來做探討，透過每週創意週誌、學習歷程表觀察表、成果發表成效評分單與成果實測成果滿意度等表現來探討學生學習成效。
研究結果發現創意教學學習歷程做到以下幾點：一、教師必須經常利用不重複物件刺激學生創意思考；二、分組進行合作學習固然重要，但必須有適當的分工合作才是成功的重要因素；三、寄居蟹式教學法可適時給予正確指教，協助尋找正確的完成方式；最後，利用動物玩具成果鑑定學習成效，建立學生學習成就感。
此外，創意教學課程改善傳統教學模式，增加課程豐富化與互助合作學習，提升學生自信與肯定他人成就感。

關鍵字

動物輔助玩具 ； 創意教學課程 ； 合作學習 ； 畜產保健學程 ； 寄居蟹式教學法

並列摘要

This research aims on integrating creative education concepts into teaching process, with combining “Hermit Crabs” method to design creative animal toys auxiliary. Moreover, to observe the ability of students’ creativity-developing and learning through cooperating is also one important element. This research carried out among 44 students, were divided into 6 groups, of a 2nd year of Livestock Product Health Program in a comprehensive high school locates in Tainan, to discuss animal toys auxiliary.
Curriculums went with group discussion and presentation on a monographic topic, twice a week. Traditional “above and under” education foretype will be modified with more guidance from the teacher and attending more field training. We will explore the relationship among the interaction between teacher and student, learning through students’ discussing and cooperating, and the actual testing to animal toys auxiliary. Through creative weekly diary, leaning process observation sheets, achievement performance rating sheets and achievement measurement satisfaction… to evaluate the learning result to students.

Accompanied with the research result we found creative education-learning process can do following:
1.Teachers need to use different and unrepeatable objects to arouse students’ creative thinking.
2.Learning to be cooperative through group discussion is important though, to give proper labor
division is the key factor to success.
3.“Hermit Crabs” method is able to provide correct instructions timely and to assist in finding
correct complement.
4.Finally, using animal toys auxiliary is able to evaluate learning performance and establish a sense
of accomplishment among students.
Additionally, creative education curriculums improve traditional education pattern; it also increase the richness of curriculums and learning with a cooperative way, moreover, to upgrade self-confidence and to affirm other’s accomplishment.

並列關鍵字

animal toys auxiliary ； creative teaching course ； cooperative learning ； program of livestock products & hygienics ； hermit crabs teaching method

參考文獻

姚湘玲（2011）。混成式創意教學之個案研究─以高職美容科為例。國

謝華雲（2011）。高職混成式創意專案學習之研究─以包裝設計為例。國

陳美如（2011）。融入原住民文化的科學課程發展：一所原住民小學的試驗。台灣原住民族研究季刊，4（3），61-99

鄭如雯（2008）。專案式學習探析及其在教育上的啟示。學校行政雙月刊，

陳美玉（2006）。教師個人知識管理在專業發展上應用之研究─以實踐九年一貫課程為例。課程與教學季刊，99-121，9（1）