美勞學科創造思考教學方案對國小普通班兒童創造思考能力及美勞科成績之影響

The Effects of the Creative Thinking Teaching Strategy on Elementary Students' Creative Thinking Ability and Art-Craft Performance

陳英豪(Ying-Hau Chen) ； 何華國(Hua-Kuo Ho) ； 吳昆壽(Kuen-Shouh Wu)

《特殊教育與復健學報》 1期 (1991/07) Pp. 181-204

摘要

本研究以台南市崇學國小五年級普通班兒童114名三為對象，探討美勞學科創造思考教學方案對國小普通班兒童創造思考能力及美勞科成績之影響。 研究結果顯示：（一）實驗組的開放性、精密力和認知總分均優於控制組，控制組的獨創力則優於實驗組，其餘創造力指標在組別上未顯現差異。（二）女生的變通力優於男生，男生的獨創力則優於女生，其餘的創造力指標在性別上未顯現差異現象。（三）所有創造力指標並未顯現組別與性別的交互作用。（四）實驗組的美勞科成績顯著的優於控制組。（五）女生的美勞科成績顯著的優於男生。（六）組別與性別問的美勞科成績未見有交互作用。

並列摘要

The study was to examine the effects of the creative thinking teaching stratgy on elementary stdents' thinking ability and art-craft performance. One hundred fourteen fifth grade students of Chong-Shey elementary school in Tainan were the subjects. The results showed that: (1) The subtest scores in openness, elaboration and the total score of the experiment group were higher than those of the control group. The score of the subtest in originality of the control group was higher than that of the experimental group. The other subtest scores have no significant difference between the two groups. (2) The girls' subtest score in flexibility was higher than that of the boys' but was lower in the subtest score of originality. There was no significant difference between girls' and boys' other subtest scores. (3) No interaction was found between the subtest scores of sex and groups. (4) The art-craft scores of experiment group were higher than those of control group. (5) Girls' art-craft scores were significantly better than those of the boy s. (6) No interaction was found bet wee-n the art-craft scores of sex and groups.