技職學校教師創造力教學效能之研究

A Study on Teacher's Creativity Teaching Efficiency of Technological Institute & Vocational School

陳鴻照(Hung-Chao Chen)

指導教授 ： 簡明忠 ； 吳明雄

國立臺北科技大學/人文與科學學院/技術及職業教育研究所/碩士(2005年)

https://doi.org/10.6841/NTUT.2005.00248

摘要

本研究之目的旨係在探討技職學校教師創造力教學效能，以教學效能理論、創造力理論、智慧財產權之相關類型及要件等為基礎，研究方法為文獻探討法及問卷調查法，以自編「技職學校教師創造力教學效能評量表」進行教師創造力教學效能之施測，選取有效樣本386份，問卷經因素分析後產生在評量上運用專利、商標創造力的能力、在教學上運用專利創造力的能力、具有創造力教學的基本能力、具有智慧財產權的基本智能能力、具有創造力課程設計的基本能力、教師對學生創造力的信念等等六大因素構面。並以次數分配及百分比、平均數及標準差、獨立樣本T測驗、獨立樣本單因子變異數分析等法進行描述及差異性分析。本研究經描述分析與推論後，得到以下幾點主要結論：
一、技職學校開設創造力課程的校數及課程數以技術學院居冠，科技大學次之，職業學校及專科學校其後。
二、受測之技職學校教師以工業類科相關、碩士畢業、公立高職居多；並較多尚未指導過學生參加創造力創作或比賽；其任教學校多已重視創造力教學；並多已提供創造力教學之環境或設備；而較少創造力教學或智慧財產權課程訓練或進修。
三、統計受測者在本研究「技職學校教師創造力教學效能評量表」總和平均數為3.5697，顯示有中間偏高之現象。各分構面之平均數得分介於3.1125分與4.0915分之間，顯示各構面中最高分數與最低分數間顯然有若干之差距。
四、技職學校教師創造力教學效能的差異分析
（一）在指導學生參加相關創造力創作或比賽、任教學校對創造力教學的重視、任教學校提供創造力良好環境及設備、接受創造力教學課程訓練或進修、接受智慧財產相關課程訓練或進修等變項上，六大構面與整體創造力教學效能皆有顯著差異存在。
（二）其他變項只有部分構面有顯著差異，摘要如次：
1.性別變項，在評量上運用專利、商標創造力的能力、在教學上運用專利創造力的能力、具有智慧財產權的基本智能能力、具有創造力課程設計的基本能力等四大構面與整體創造力教學效能皆有顯著差異存在。
2.最高學歷變項，在教學上運用專利創造力的能力、具有創造力課程設計的基本能力等共二大構面有顯著差異存在。
3.任教學校變項，在教學上運用專利創造力的能力、具有創造力課程設計的基本能力、教師對學生創造力的信念共三大構面和整體創造力教學效能有顯著差異存在。

關鍵字

創造力 ； 創造力教學 ； 教師教學效能 ； 智慧財產權

並列摘要

The purpose of this research is to probe the creativity teaching efficiency of technological institute teachers. On basis of the theory of teaching efficiency, theory of creativity, and types and elements of intellectual property rights and with methods of documents research and investigation of questionnaires, this research implements a test of creativity teaching efficiency for teachers by using a “Scale Table on The Creativity Teaching Efficiency of Technological Institute Teachers” created by the researcher.
The questionnaire, through factor analysis from 386 selected effective samples, is deployed into 6 main sections of factors that include: ability of utilizing patent and trademark creativity in scale, ability of using patent creativity in teaching, the basic teaching ability of creativity, the basic knowledge of intellectual property rights, the basic ability of designing creativity courses, and teachers’ belief to students’ creativity.
Four methods comprising of frequency distribution and percentage, averages and standard differences, T test of independent scale, and the variety analysis of independent sample and single factor are used in conducting description and variance analysis. By means of description analysis and inference we have conclusions from this research as follows:
1. In the technological education system, technical institutes have the highest quantity both in schools and curriculums that providing creativity courses. The second are technological universities, and followed by vocational schools and junior colleges.
2. Teachers of technological institutes been tested mostly have Master degrees and teach in industry related fields of public junior vocational schools. A large numbers of them have not instructed students in attending creativity presentations or contests. Though, most of their schools emphasize on creativity teaching and offer needed environment or equipment but less training and advanced study concerning the courses of creativity teaching or intellectual property rights.
3. The average of the sum of total scores from the test is 3.5697, which is somewhat higher than the medium. The average score of every factor section is between 3.1125 and 4.0915, which indicates there are obviously distances between the highest and the lowest score in every section of factors.
4. Variance analysis of the creativity teaching efficiency for the teachers of technological institutes:
（1）The significant variances are existed in the above-mentioned 6 main sections of factors as well as the integrated creativity teaching efficiency in respect of the four varieties such as having instructions to students in attending related creativity presentations or contests, the teaching school attaching importance to creativity teaching, providing excellent environment and equipment for creativity teaching in the teaching school, having trainings or advanced studies in creativity teaching, and having training courses or advanced studies concerning intellectual property rights.
（2）While other varieties may occur obvious variances only in some sections of factors instead of all sections which are shown as follows:
a. The variety of sexual distinction: the significant variances exist in four sections of factors consisting of the ability in utilizing patent and trademark creativity in scale, the ability of utilizing patent creativity in teaching, the ability of basic intellectual property knowledge, and the basic ability of designing creativity courses.

b. The variety of education level: the significant variances exist in two sections of factors consisting of the ability of utilizing patent creativity in teaching and the basic ability of designing creativity courses.
c. The variety of teaching school: the significant variances exist in there sections of factors consisting of the ability of utilizing patent creativity in teaching, the basic ability in creativity courses designing, and the belief of the teacher to the student’s creativity.

並列關鍵字

creativity ； creativity teaching ； teaching efficiency of the teacher ； intellectual property rights

參考文獻

〔6〕中川昌彥（2001）。創造力：15種創意潛能大開發。台北：商智文化事業股份有限公司。

〔26〕何偉雲（2003）。發散性思考測驗的同質性分析－以國小物理問題測驗為例。科學教育學刊。12（2），頁219-239。

〔72〕張玉燕（2002）。批判思考與教學。初等教育學刊，12，頁211-245。

〔79〕教育部（2003）。培養活力青少年白皮書。台北：教育部。

〔121〕詹鎔瑄（2002）。學生創造力及其相關因素研究－以中原大學室內設計系為例。私立中原大學室內設計學系碩士學位論文。