國小美勞科創造思考課程與教學之行動研究

林榮進

《科技教育課程改革與發展學術研討會論文集》 2003期 (2003/06) Pp. 172-180

https://doi.org/10.29495/CITE.200306.0172

摘要

民國86年起政府對特殊教育法，將資賦優異界定為六類，其中加入了所謂「創造能力」優異方面，於是創造思考課程、教學被喊得震天價響。本研究採用創造思考教學法，設計出適合國小美勞科的創造思考課程與教學活動，以便了解創造思考教學在國小美勞科的應用，使創造思考教學活動能融合於美勞課程中，相輔相成，以提高學生創造力(creativity)，並達到其教學目標。教師的實際教學，要佐以理論依據。職是之故，提出了一些創造思考的教學策略。再依此理論進行設計課程、教學。整個教學研究實施復，整理出國小美勞科創造思考課程的規劃原則，國小美勞科創造思考教學策略，國小美勞科創造思考課程教學模式。最後，提出結果與建議，供國小美勞科教師實施創造性教學時之參考。

關鍵字

美勞科 ； 創造思考 ； 創造思考課程 ； 創造思考教學 ； 行動研究

並列摘要

In Special Education Law, the gifted and talented was divided into 6 types, since 1997, and creativity ability among them. Thereupon, creativity thinking curriculum and creativity teaching was in a hubbub.
In order to understand the application of creativity teaching in art education, the research adopted method of creativity thinking, then design creativity thinking curriculum and teaching activities which apply to art education in elementary school, and complement each other, and then not only improve students’ creativity but also reach the teaching objective.
Teaching needs to be in accordance with theory, therefore, the research bring up some teaching strategy for creativity thinking curriculum and teaching which are according to theory. After teaching research are put into practice, the research figures out the principal of curriculum, strategy of teaching, and module of teaching for art education in elementary school. Finally, the research proposes conclusion and suggestion to be use for reference for creativity teaching in the future.

並列關鍵字

art education ； creativity thinking ； creativity thinking curriculum ； creativity thinking teaching ； action research