國小原住民兒童創造潛能與創造性環境之研究～以阿美族為例

本研究旨在探討以阿美族為對象的國小原住民學生之創造潛能及創造性環境。以城市248位、山地鄉249位國小原住民為研究對象，「威廉創造性傾向量表」、「影響創造力環境因素問卷」為研究工具，以具明顯創造力特質的城市、山地鄉原住民及城市一般學生各40位配對進行「威廉斯創造性思考活動」。主要結果如下：一、創造力特質方面：l城鄉原住民挑戰心與好奇心皆較明顯，想像力皆弱。2城鄉原住民有許多相似優、弱勢特質。3山地鄉原住民男生普遍好奇心較強；較富創造力特質的女生挑戰性較男生強。二、創造性環境方面：（一）家庭方面：l城市原住民學生知覺「資源提供」優於山地鄉。2城鄉原住民皆以「民主」支持創造力發展，「資源提供」較不支持。（二）學校方面：l山地鄉原住民知覺「教師風格」優於城市地區。2皆以「教師風格」較為支持創造力發展，「開放」最不能支持。（三）兩地原住民對於家庭及學校環境皆知覺許多相似的有利條件與不利條件。（四）女生比男生知覺較多學校「開放」、「同儕關係」與「整體學校」的支持。（五）除學校的「開放」之外，創造力特質愈明顯表示獲得其他環境變項的支持愈多。三、創造思考能力方面：具明顯創造力特質的城、鄉原住民與城市一般學生僅於開放性有差異（城市一般學生高於山地鄉原住民），其餘向度未見差異。

關鍵字

原住民；創造力；創造力特質；創造性環境

並列摘要

The purposes of this study were to explore the creative potential and creative environment of the elementary students of Amis Tribe. First, the investigation research was conducted on 248 aborigine students in urban schools and 249 aborigine students in mountain region schools through ”CAP Test of Divergent Feeling” and ”Eenvironmental Influential Factors on Creativity Questionnaire”. Furthermore, the assessment on aborigine students from cities and mountain regions and general inary students from cities with more evident creative characteristics were selected and grouped into 40 pairs through ”CAP/Test of Divergent Thinking”. The main findings were as follows: A. Analysis and comparison on creative characteristics. l. Aborigine students from both areas had more apparent spirit of adventure and curiosity, but were weak in imagination. 2. Aborigine students in both areas had many similar strengths and weaknesses on creative characteristics. 3.Aborigine boys with middle to low scores on ”CAP Test of Divergent Feeling” from the mountain regions usually showed intense curiosity; while aboriginal girls with high scores on ”CAP Test of Divergent Feeling” generally had higher spirit of challenge than their male counterparts. B. Analysis and comparison on creative environment. (A)Home environment l. Aborigine students in the cities felt that ”resource availability” was better than those in the mountain regions. 2. Aborigine students from both areas were more supportive of ”democratic” and less supportive of “resource availability”. (B)School environment 1. Aborigine students in the mountain regions felt that “teaching style” was better than those in the cities. 2. Aborigine students from both areas were more supportive of ”teaching style”, and ”openness” was the most unconducive for their development of creativity. (C)Aborigine students from both areas sensed similar advantages and disadvantages in terms of home and school environment. (D)Aborigine girls were more supportive of the ”openness”, ”peer relationship” and ”the whole school” variables than boys. (E)Aside from the school's variable ”liberalization” aborigine students with higher tatal creative characteristics were more supportive of the other variables in the home and school environment categories. C. Analysis and comparative study on creative thinking ability. General students in the cities had higher scores in ”openness” than aborigine students in the mountain regions, but no differences were noted in the other groups and variables.