想像力教學人才培育模式建構與驗證－以想像力教學工作坊為例

Constructing and Validating the Model of Cultivation of Teaching for Imagination: Taking the Workshop as an Example

朱采翎(Tsai-Ling Chu)

《創造學刊》 11卷1期 (2020/12) Pp. 1-35

摘要

過去研究指出想像力有助於學習與創造，並且透過國內外的研究計畫與教學者推動，已發展多樣化的想像力教學策略、模式或評量。然而，如何協助教學者（包含現職教師或師資培育生）發展或培育想像力教學知能，仍較少受到關注。故本研究旨在建構「想像力教學人才培育模式」，並且據此發展課程，以提升教學者的想像力教學知能。基於過去脈絡性的研究，本研究提出人才模式含四項成份－「概念發展」、「體驗」、「分析」與「操作」，再進而發展三大核心課程，分別為「概念與技巧與建構」、「案例分析」與「教學設計與演練」。為驗證人才培育模式與課程的成效，舉辦隔週的兩日工作坊，並以20位師資培育生為受試者（男性6位，女性14位），採用「單組前後測設計」，進行13小時的人才培育課程。研究工具採用「想像力測驗」（imagination tests）與「想像與創意教學設計」（Imaginative and Creative Teaching Design），並採用混合研究取向進行資料分析。主要研究結果發現：（1）師資培育生接受工作坊課程後，在教學設計的「獨創力」與「表徵使用豐富性」有顯著提升，而「有效促進概念理解」後測分數有提升且接近顯著；（2）後測教學設計的「教學策略（總次數）」、「輔助性策略（總次數）」與「想像性策略（總次數）」的使用次數皆有顯著增加；（3）從質性與量化分析發現，後測教學設計中的教學設計的品質有顯著提升。最後，從「人才模式可行性」、「教學設計成效」與「教學策略使用差異」三者進行綜合評估，進而對師資培育機構、未來研究與相關應用提出討論與建議。

關鍵字

想像力教學 ； 想像力教學人才培育模式 ； 想像力 ； 創造力

並列摘要

Many studies indicated that imagination contributes to learning effectiveness and creativity, and a lot of teaching strategies, models and assessments have been developing via conducting of research projects and instructors. However, how to facilitate instructors' (formal and preservice teachers) ability to conduct teaching for imagination has less concerned. Thus, this study aims to construct a model of cultivation of teaching for imagination (CTI) and to develop the cultivation curriculum. Based on the previous research, the CTI consists of four elements-concept development, experience, analysis and implementation, and the core curriculum includes ＂construction of concepts and skills＂, ＂case analysis＂ and ＂teaching design and practice＂. In order to validate the effectiveness of this model and the curriculum, two days' workshop had been held and ＂one-group pretest-posttest design＂ was adopted. The participants were 20 pre-service teachers (male=6, female=14) and received 13 hours' cultivation curriculum in total. Data were collected by means of two instruments: imagination tests and imaginative and creative teaching design, and then analyzed via mixed-methods. The main results showed that: (1) ＂Originality＂ and ＂richness＂ of imaginative teaching design were improved significantly after the workshop, and the score of ＂understanding＂ in the post-test raised and proximity significant; (2) Frequency of the teaching strategy including assisting strategies and imaginative strategies increased significantly; (3) Derived from the qualitative and quantitative analysis, it revealed that the quality of teaching design in post-test also improved. Finally, CTI was evaluated comprehensively from ＂model feasibility＂, ＂effectiveness of teaching design＂ and ＂difference in teaching strategies＂, and discussion and suggestion was provided for teacher training institutions and future research.

並列關鍵字

Teaching for Imagination ； Model of Cultivation of Teaching for Imagination ； imagination ； creativity