腦力激盪術融入國小構圖教學方案對學生構圖表現與創造力之成效研究

The Influence of Brainstorming Teaching involved in Drawing Composition lesson on Elementary School Students' Creativity

邱慶豐(Ciou Cing-Fong)

指導教授 ： 潘裕豐

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(2021年)

https://doi.org/10.6345/NTNU202100971

摘要

七至十二歲正值認知發展上的轉變階段，是培養美感的關鍵點，然而研究者在指導時發現，其畫面構圖常出現制式化的排列與造型，創意表現普通，因此興起探討創造力與構圖的想法。本研究目的在探討腦力激盪思考融入構圖教學方案教學之可行性，規劃出適用的課程內容，探究其對國小學生創造力之影響。研究對象為新北市某國小三年級108名學生，本研究採用準實驗法，研究工具為：威廉斯創造性思考與共識評量並以單因子共變數分析教學前後學生創造力改變情形。本研究發現結果：
一、在威廉斯創造性思考活動方面:
(一)實驗組在精密力、測驗總分皆顯著優於控制組。
(二)實驗組和控制組在流暢力、變通力與獨創力的分數則未達顯著差異。
(三)實施腦力激盪思考之構圖教學方案，對提升國小學生創造力有成效的。
二、在構圖創作共識評量方面:
(一)實驗組在符合主題上顯著優於控制組。
(二)實驗組和控制組在主客畫面、形、方向及色彩、畫面平衡感、構圖豐富性等方面，
皆無顯著差異。
綜合上述，研究者根據實驗結果提出在教育上的建言與未來研究的方向。

關鍵字

腦力激盪 ； 構圖教學 ； 創造力 ； 威廉斯創造力測驗 ； 共識評量

並列摘要

The cognitive development of 7 to 12-year-old children is the transition stage and the key point of aesthetic perception. Found out when teaching, ordinary creativity in drawing composition was institutionalized in arrangement and shape. Therefore, focus on drawing composition and creativity. This study focus on exploring Implementing the Influence of Brainstorming Teaching involved in drawing composition lessons has its feasibility on elementary school students’ creativity. The subjects were 108 third-grade students in elementary school in New Taipei City. The adopted research tools included “William’s Creativity Assessment” and “Consensus Assessment Techniques”. The collected data were analyzed by one-way analysis of covariance to find out the changes in student’s creativity after the instruction. Important discoveries in the research include:
1. William’s Creativity Assessment:(a) The experimental group was significantly better than the control group in the part of elaboration and original ability. (b) The experimental group and the control group had no significant difference in the part of fluency, flexibility, and originality. (c) The research provided “brainstorming teaching with drawing composition lesson” in Chapter 16 can improve on elementary school students’ creativity.
2. Drawing Composition for Consensus Assessment Techniques:(a) The experimental group was significantly better than the control group in the part relevant to the subject. (b) The experimental group and the control group had no significant difference in the part of in figure and ground, shape and color, balance, and a rich sense of layering.
In conclusion, the researcher provided advice in education and the direction for future research.

並列關鍵字

Brainstorming ； Drawing Composition Lesson ； Creativity ； William's Creativity Assessment ； Consensus Assessment Techniques

參考文獻

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