高中生活科技課程創造思考教學對學生學習成效之影響

The Influence of Creative Thinking Teaching on the Learning Effectiveness of the Technology Curriculum Student at Senior High School

張志豪(Chi-hao Chuan)

指導教授 ： 吳明雄

國立臺灣師範大學/科技學院/工業教育學系/碩士(1999年)

摘要

中 文 摘 要
本研究之具體目的有五：一、探討高中生活科技課程創造思考教學對學生創造思考能力之影響。二、探討高中生活科技課程創造思考教學對學生創造性問題解決能力之影響。三、探討高中生活科技課程創造思考教學對不同學業成就學生創造思考能力之影響。四、探討高中生活科技課程創造思考教學對不同學業成就學生創造性問題解決能力之影響。五、探討高中生活科技課程創造思考教學對學生學習成果之影響。
本研究採「不相等前後測控制組準實驗設計」，以國立屏東高中高一普通班兩班學生為研究對象，一班為實驗組，另一班為控制組，實施為期十週的實驗教學。研究工具計有：吳靜吉新編創造思考測驗、創造性問題解決能力問卷、學生作品檢核表、學習反應調查問卷。使用二因子共變數分析、t考驗等統計方法。研究結果發現：
一、 接受高中生活科技課程創造思考教學的實驗組學生，在創造思考能力方面，圖形流暢力、變通力、精進力及語文流暢力、變通力、獨創力分數顯著優於控制組學生。
二、 接受高中生活科技課程創造思考教學的實驗組學生，在創造性問題解決能力方面，問題覺察、提出想法及尋求最佳方案等分數，顯著優於控制組學生。
三、 接受高中生活科技課程創造思考教學的實驗組學生，在學習成果檢核表之概念、圖像、標題、文稿、焦點、及總分等評量分數上，均顯著優於控制組學生。
四、 教學方法與學業成就並無顯著之交互作用，且實驗組之高學業成就組學生，其創造思考測驗、創造性問題解決能力問卷之得分並未顯著優於低學業成就組學生。
五、 學生對於生活科技課程創造思考教學之學習反應呈現正向的反應，在學生晤談、課堂觀察、意見調查所呈現的資料上，發現課程活動中呈現的和諧、輕鬆、開放、包容的氣氛，為學生所喜愛。

關鍵字

創造思考教學 ； 學習成效 ； 創造性問題解決能力 ； 創造思考能力 ； 科技教育

並列摘要

Abstract
This study is designed for the following five objectives : 1.to explore the effect of the creative thinking teaching of the senior high school’s life technology course on the student’s creative thinking ability ; 2.to explore the effect of the creative thinking teaching of the senior high school’s life technology course on the student’s ability for creative problem-solving ; 3. to explore the effect of the creative thinking teaching of the senior high school’s life technology course on the creative thinking ability of students with different academic achievements ; 4. to explore the effect of the creative thinking teaching of the senior high school’s life technology course on the ability in creative problem-solving for those students with different academic achievements ; 5.to explore the effect of the creative thinking teaching of the senior high school’s life technology course on the student’s learning results.
This study adopts the quasi-experiment plan of the control section with unequal prior & post test. Its objects are students from two freshman classes of the ordinary program at National Pingtung Senior High School. One class is the experiment section, while the other the control section. The experimental teaching is conducted for ten weeks. The study instruments include : the creative thinking test, questionnaire of ability for creative problem-solving, student’s work evaluation list and survey questionnaire on the learning reactions, newly compiled by Mr. Wu, Ching-Chi. Such statistic methods are used as two-way analysis of covariance ( ANCOVA ) and t test, etc. It is found from the study results that :
1. The experimental group students who receive the creative thinking teaching of the senior high school’s life technology course made significantly greater gains in fluency, flexibility, elaboration of figural creative thinking abilities, and in fluency, flexibility, originality of verbal creative thinking abilities than the control group students.
2. The experimental group students who receive the creative thinking teaching of the senior high school’s life technology course made significantly greater gains in discovering problems, addressing ideas and seeking the best projects of creative problem-solving than the control group students.
3. The experimental group students who receive the creative thinking teaching of the senior high school’s life technology course made significantly greater gains in concept, image, headline, manuscript, focus and total grades of learning achievement than the control students.
4. There were no significant interaction between the teaching method and the academic achievements. The students with high academic achievements in the experimental group did not make significantly greater gains of scores of the creative thinking test and the questionnaire of creative problem-solving than the control students.
5. The learning reactions which the students make against the creative thinking teaching of the life technology course assume positive. Based on the data presented from the student’s interview, class observations and opinion survey, it is found that the harmonious, relaxing, open and comprehensive atmosphere associated with the curricular activities are favored by students.

並列關鍵字

creative think teaching ； learning effect ； creative problem-solving ； creativity ； technology education