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擴散性思考與聚斂性思考的交會:有限解答之擴散性思考測驗之編製與信效度檢驗

The Connection of Divergent Thinking and Convergent Thinking: Developing of Constrained Divergent Thinking Test and Examining Reliability and Validity

Abstracts


本研究旨在編擬一套適用於臺灣高中職學生的創造認知能力測量工具。測驗的建置,融合擴散性思考與頓悟性思考兩種客觀測量工具的優勢並改善其缺失,同時利用中文方塊字富有變化的有限集合特性,編製「有限解答之擴散性思考測驗」。測驗內容要求學生在某中文字(例如「里」字)上,進行部分筆畫的刪減,以拆解出其他合法的中文字。依據學生作答反應的個數、類別與新奇性,分別評定其流暢力、變通力與獨創力。其優點:一、評量兼顧新奇性與適切性;二、評分簡便且指標多元。本研究以北臺灣地區的高中職學生為母群體進行抽樣與施測,取得效標關聯效度證據。最後,以1,200位高中職學生為樣本建立測驗的獨創性常模,提供後續研究者一套合宜的評量工具。

Parallel abstracts


The purpose of this study was to develop a measure of creative cognition which would enable educators to more accurately and objectively measure the development of creativity in Taiwanese high school students. The instrument was designed to measure the constructs of divergent-thinking and insight, as previous research has suggested that these are the only two dimensions of creativity which can be measured objectively. To overcome problems encountered in previous attempts to measure these two abilities, and to combine the strengths of separate measures of both, a test was developed which involves having students subtract strokes from the Chinese characters ”里” to form another legal Chinese character. Responses are scored for fluency (the number of legal responses), flexibility (the variety of perspectives represented in the responses), and originality (statistical infrequency). The stroke-subtraction test offers advantages compared to other measures of creativity in that it emphasizes the novelty and appropriateness of the responses simultaneously. Further, use of the three score indexes simplifies the scoring process. The test was piloted with 1,200 Taiwanese high school students, and this sample was used to establish a norm for the purpose of norm-referenced score interpretations. The results were also compared with those from several other measurements to provide evidence supporting the criterion-related validity of the instrument. Based on the findings, implications for educational administrators, schools, teachers are discussed. Finally, suggestions for future research are offered.

References


張麗君(2008)。國臺雙語兒童期雙語能力與智力、創造力之相關探討。師大學報:教育類。53(1),79-106。
江美惠(2005)。創造性問題解決教學方案對資優學生創造力及問題解決能力影響之研究。資優教育研究。5(2),83-106。
任純慧、陳學志、練竑初、卓淑玲(2004)。創造力測量的輔助工具:中文遠距聯想量表的發展。應用心理學研究。21,195-218。
陳學志、彭淑玲、曾千芝、邱皓政(2008)。藉由眼動迫蹤儀器探討平均掃視幅度大小與創造力之關係〔測驗與評量專刊〕。教育心理學報。39,127-149。
Barron, F.,R. J. Sternberg (Ed.)(1988).The nature of creativity: Contemporary psychological perspectives.New York:Cambridge University Press.

Cited by


吳曜安(2013)。運用創造性問題解決法融入創意競賽以培養國中生科技創造力之研究〔碩士論文,淡江大學〕。華藝線上圖書館。https://doi.org/10.6846/TKU.2013.00480
王素女(2015)。美容彩繪實驗教學之學習成效與滿意度探討〔碩士論文,國立屏東科技大學〕。華藝線上圖書館。https://doi.org/10.6346/NPUST.2015.00182
鄭育文、陳柏熹、宋曜廷、陳信豪、蕭孟莛(2014)。電腦化適性職涯性向測驗編製研究教育心理學報46(2),271-288。https://doi.org/10.6251/BEP.20140516
Chiang, Y. C., Sheng, H. S., Wu, W. C., & Lee, Y. L. (2014). Clusters of Humor Expression and Related Factors among Junior High School Students in Taiwan. 教育心理學報, 46(2), 289-309. https://doi.org/10.6251/BEP.20140401
許芳彬(2012)。想像思考測驗的發展〔碩士論文,國立臺灣師範大學〕。華藝線上圖書館。https://www.airitilibrary.com/Article/Detail?DocID=U0021-1610201315290149

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