國小創造思考色彩教學課程設計與實踐之行動研究

An Action Research of Curriculum Design and Implementation of Creative Thinking on Color Instruction for Elementary Students

許芫甄(Yuan-Jen Shiu) ； 劉光夏(Kuang-Hsia Liu)

《教師專業研究期刊》 9期 (2015/06) Pp. 57-82

摘要

本研究旨在研擬可行創造思考色彩教學行動方案，檢視其實施歷程與成效，並提出教學省思與專業成長。本研究採行動研究法，以國小五年級學童作為研究對象，進行為期六週（共計24節）的教學課程。資料收集主要來源為「色彩知識測驗題」、「色彩配色評分表」及「色彩學習回饋表」等量化工具，及「教學紀錄表」、「觀察教師訪談紀錄表」和「學生訪談紀錄表」等質性資料輔助。本研究結果如下：一、國小高年級創造思考色彩教學課程應著重主題式的教學活動，並以多元評量方式評定學習成果；二、創造思考色彩教學課程能有效增進學童的知識與技能，提升對課程的正面態度；三、創造思考教學模式應視學童的情況與需求彈性應用。

關鍵字

色彩教學 ； 創造思考教學法 ； 課程設計

並列摘要

This study attempted to design a creative thinking program to improve students' color learning, to evaluate the process and effectiveness of color teaching, and provide the reflections and professional growths of the teacher. Adopting the action research method, this study observed an elementary school's 5th-grade students attending a six-week (24 hours in total) teaching program. Data collections were included scales, interviews, observations and students' art works. Research results are summarized as follows: 1.Color-teaching program for higher-grade students has to stress thematic teaching, and the effectiveness of learning should be evaluated using multiple assessment methods. 2. The color-teaching program designed for creative thinking could effectively upgrade students' knowledge and skills and students maintain a positive attitude towards the curriculum. 3. Creative-thinking teaching model should consider students' conditions and their demand elasticity.

並列關鍵字

color teaching ； creative thinking instruction ； curriculum design