繪畫創意教學方案對幼兒創造力影響之研究

蘇月霞

指導教授 ： 陳龍安博士

國立臺灣師範大學/教育學院/創造力發展碩士在職專班/碩士(2007年)

摘要

繪畫創意教學方案對幼兒創造力影響之研究
中 文 摘 要
本研究旨在依據「問、想、做、評」的創造思考教學模式，設計一套以創造思考技法之「創意十二訣」為核心概念的「繪畫創意教學方案」，進行十六次實驗教學，探討此方案對提升幼兒語文創造力及幼兒圖形創造力的成效。
本研究採準實驗研究法，採立意取樣選取台北市某國小附設幼稚園大班幼兒為研究對象，隨機分派實驗組和控制組各一班。實驗組二十五名幼兒每週進行二次每次一小時的教學活動，共計十六個單元〈十六小時〉的教學活動。控制組二十五名幼兒則接受一般課程教學，未進行實驗處理。本研究之研究工具為本研究者參與編製之「幼兒創造力測驗」，所得資料以單因子共變數分析，分別進行假設的考驗。研究結果如下：
一、實驗組幼兒在「養樂多瓶用途流暢力」、「養樂多瓶用途變通力」、「養樂多瓶用途獨創力」之得分顯著優於控制組。
二、實驗組幼兒在「問題解決流暢力」、「問題解決變通力」、「問題解決獨創力」之得分顯著優於控制組。
三、實驗組幼兒在「提出問題流暢力」、「提出問題變通力」、「提出問題獨創力」之得分顯著優於控制組。
四、實驗組幼兒在「圖形流暢力」、「圖形變通力」、「圖形獨創力」之得分顯著優於控制組。
研究結果發現，此十六節的「繪畫創意教學方案」，確實可增進幼兒語文創造力和幼兒圖形創造力的提升。

關鍵詞：創意十二訣、「問、想、做、評」教學模式、繪畫創意教學、幼兒、創造力

關鍵字

繪畫創意教學方案 ； 幼兒創造力 ； 「問、想、做、評」的創造思考教學模式 ； 「創意十二訣」 ； 幼兒語文創造力測驗 ； 幼兒圖形創造力測驗

並列摘要

A Research of Influence to Children from Painting Creative Teaching Program
Abstract
The research is aimed at, based on a creative thinking teaching mode of ”asking, thinking, doing, evaluating”, designing a set of “painting creative teaching program focused on “12 creative formulas” of creative thinking skills as its concept for carrying out 16 experimental teachings in order to discuss the result of such a program increasing children’s language creativity and children’s graphic creativity.
The research adopts quasi-experimental study method and children from junior classes of kindergarten affiliated to a Taipei City primary school are being sampled as the target of research, who are randomly assigned to an experimental group and control group, one class each. Those 25 children in the experimental group have received 1-hour teaching activity twice a week, and the teaching activity consists of 16 units (one hour for each unit). Those 25 children in the control group have received teaching of ordinary course without an experimental treatment. The tool of the research is “Children Creativity Test” prepared by the research participants, and information thus obtained is analyzed by using single-factor common-variable and tested by using hypothesis respectively. The results of the research are as follows:
I. The marks with respect to “fluency relating to the application of the small waste bottles”, “flexibility relating to the application of the small waste bottles” and “unique creativity relating to the application of the small waste bottles” of the children in the experimental group are significantly superior to those of the children in the control group.
II. The marks of “problem-solving fluency”, “problem-solving flexibility” and “problem-solving unique creativity” of the children in the experimental group are superior to those of the children in the control group.
III. The marks of “fluency of raising questions”, “flexibility of raising questions and “unique creativity of raising questions” of the children in the experimental group are superior to those of the children in the control group.
IV. The marks of “graphic fluency”, “graphic flexibility” and “graphic unique creativity” of the children in the experimental group are superior to those of the children in the control group.
It is found by the results of the research, “Painting Creative Teaching Program in Chapter 16 actually can improve children’s language creativity and increase children’s graphic creativity.

Key words：12 creative formulas, teaching mode of “asking, thinking, doing and evaluating”, painting creative teaching, children, creativity.

參考文獻

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