高職美容科美髮課程融入創造思考教學成效之研究

本研究旨在探討高職美容科美髮課程融入創造思考教學之研究。先以文獻探討來建立研究理論，並建構高職美髮課程「創造思考教學方案」以利提升學生之創造力，透過創造思考教學策略融入課程中，設計出四個單元的實驗教學，以達成本研究之目的。本研究以高雄市三信家商美容科學生為研究對象，共計53 人，學生在課程結束後，進行研究者自編之「學習反應量表」、「學習興趣量表」、「回饋單」，及學生心得、教師省思等質性資料。將量化所得的數據以相依樣本t 檢定進行分析。本研究結果發現如下： 1.高職美髮課程實施「創造思考教學」的學生，在「學習反應」上呈現正向的顯著性。 2.高職美髮課程實施「創造思考教學」的學生，在「學習興趣」上呈現正向的顯著性。 3.高職美髮課程實施「創造思考教學」的學生，在學習回饋中班級氣氛、教學內容、師生互動及同儕互動，皆呈現良好狀況，並且學生在質性資料部分中，學習心得大部分均呈現正面的反應，顯示學生相當喜愛這樣的上課方式。 4.高職美髮課程實施「創造思考教學」，可培養學生之創造思考能力，透過課程的設計可以提升學生技術。 5.良好的學習氣氛，可促進學生的學習成長，大部分學生在課堂上的配合度、參與、表達能力皆有所提升。最後依據上述研究結果，提出高職美容科之美髮課程規劃創造思考教學教案者、學校教育、教育行政相關單位及後續未來相關研究之建議。

關鍵字

高職美容科；創造思考教學；學習反應；學習興趣

並列摘要

The purpose of this study is to discuss the result of creative thinking teaching in hairdressing course of cosmetology development at vocational high school. This study firstly established the theories in terms of literature review, discussion and analysis, as well as designed the creative thinking teaching curriculum to enhance students’ creation. Through the combination of creative thinking teaching and hairdressing course, the researcher designed four experimental instructions, and discussed them. There are fifty-three participants of cosmetology department in San Sin High School of Commerce and Home Economics in Kaohsiung. They filled in five survey questionnaires designed by researcher after the experimental course: (1) learning response scale, (2) students’ interest scale, (3) students’ feedback scale, (4) students’ attainment, and (5) Teacher’s inspection recording, and later analyzed via T-test quantitatively. The findings of this study are shown as followings: 1. Participants showed positively on learning response when they were in the course of creative training teaching of vocational high school’s hairdressing. 2. Participants showed positively on learning interest when they were in the course of creative training teaching of vocational high school’s hairdressing. 3. Participants showed positively on their classroom atmosphere, teaching content, the interaction between teachers and student, and among themselves. Additionally, the qualitative analysis showed that participants were also fond of learning in this creative teaching classroom. 4. Participant could not only be cultivated to improve their creation but also their capacity as they are learning in the curriculum of creative thinking and teaching. 5. Participants can make their progress cooperatively in an atmosphere with harmony, encouragement and mutual respect. A majority of participants show improvement in the aspects of class participants and expression ability. Finally, based on the above-mentioned research result, researcher provided some suggestions to school education, school administrative authorities, and for future studies.