融合後設認知之創造思考教學方案在師資培育課程之應用

Application and Implementation of Creative Thinking Approach Based on Metacognitive Theory in Teacher Educational Curriculum

柯志恩(Chih-En Ko)

《新竹師院學報》 19期 (2004/12) Pp. 13-43

https://doi.org/10.7044/JNHCTC.200412.0013

摘要

讓學生具有創意的思維及問題解決的能力，可以說是當前教育所強調的重點。目前，「培養中小學生的創造力」之相關實證研究雖然受到重視，但推行成果卻未達到預期標準。教師本身在實際教學上缺乏教學創造力可說是框限學生原創力思考的一大因素。改善教師的心智模式，特別是將進入教育職場之職前教師，使其具有反思之後設認知技能，可以說是在提昇師生創造思維上，提供另一參照脈絡。
據此，本研究擬將一套以後設認知技能為導向的創思教學方案，應用於師資培育課程中，讓淡江大學修讀國小教育學程最後一年之師資生能習得創造思考相關技能。藉由觀察、後設對話導向之深度晤談、焦點訪談、文件分析來探究這些師資生本身後設認知技能的運用，並進一步檢視，經過此歷程所建構的創造思考教學方案，在未來實施的可行性為何，並提出修正建議，以作為這一波師資培育創造思考課程品質提昇之參考。

關鍵字

創造思考 ； 後設認知 ； 創思教學模式 ； 師資培育

並列摘要

Improving students’ ability of Creative Thinking and Problem Solving is the main focus stressed in today's education. Currently, the experimental researches related to the topic of cultivating the creativity of the students have been taken into serious attention; however, the result of the execution has yet reached the expected level. The lack of creativity in teaching is one of the major factors restricting the creative thinking of students. Changing teachers' mental structure to construct them with the ability of the metacognitive skills provides a thread enhancing the level of Creative Thinking for teachers and students.
Based upon the above, this study will use the teachers of preservice teacher in TamKang University as our subjects, and be carried out by adopting the method of action research. The study will use participant-observer style metacognitive dialogue oriented in-depth interview focus group and document analysis to investigate how teachers to use the metacognitive skills, such as self-planning self-selecting self-awareness self-monitoring and self-tuning, on the development of their creative teaching strategy. Furthermore, the study will examine the effect of executing the creative teaching approach constructed by going through the above procedures, then using this to put forward an amended proposition as a reference for the program of improving the quality of creative teaching manpower.

並列關鍵字

Creative Thinking ； Metacognition ； Creative Teaching Approach ； Teacher Education

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