創造思考教學融入表演藝術課程對學生創造力影響之研究

The Influence of Creative Thinking Teaching in Performing Arts Curriculum on Students’ Creativity

張明芳(Ming-Fang Chang)

指導教授 ： 閻自安

國立臺北藝術大學/文化資源學院學術論文/藝術與人文教育研究所/碩士(2012年)

摘要

本研究旨在探討自編的「創造思考教學融入表演藝術課程」對提升學生創造力之影響；研究設計採用準實驗設計研究法之「不等組前測－後測設計」，研究對象為新北市國中八年級學生，實驗組接受「創造思考教學融入表演藝術課程」，共32位學生；控制組接受「一般表演藝術教學活動」，共33位學生，兩班皆由研究者親自擔任教學，自九十九學年度下學期三月開始至五月止，為期十週，每週一堂課，共十節課。
本實驗採用威廉斯創造力測驗為研究工具，包括「威廉斯創造性思考活動」及「威廉斯創造性傾向量表」，所得資料以單因子共變數分析進行統計分析，並輔以各項質性資料，以呈現創造思考教學的學習成效及學生的學習反應，本研究有以下結論：
一、「創造性思考活動」方面，實驗組在認知整體、流暢力、開放性、變通力、標題等部分均顯著優於控制組學生，而在獨創力、精密力上則與控制組沒有顯著差異。
二、「創造性傾向」方面，實驗組在情意整體、好奇心等均顯著優於控制組學生，而在冒險性、想像力以及挑戰性則與控制組無顯著差異。
三、「學習反應」方面，實驗組學生對於課程持有正面且積極的學習態度，上課氣氛活絡，師生互動良好，學生喜歡運用創造思考策略，並覺得有助於提升其想像力與創造力。
依據上述研究結論，提出具體建議，以供各界教學與未來相關研究之參考。

關鍵字

創造思考教學 ； 表演藝術課程 ； 創造力

並列摘要

This study aimed to probe into the influence of creative thinking teaching in performing arts curriculum on students’ creativity. The study is conducted with the quasi-experimental method, nonequivalent pretest-posttest control group design. Eighth graders of junior high school in New Taipei City participated in the study. The experimental group, consisting of 32 students, received creative thinking teaching in performing arts curriculum; the control group, consisting of 33 students, received regular performing arts curriculum. Both two groups were instructed by the researcher. The experiment started from March 2011 to May 2011. The instruction was conducted one period of class every week and lasted for ten weeks.
Creativity Assessment Packet (CAP) was used as the study instrument, including the "Test of Divergent Thinking" and the "Test of Divergent Feeling". The obtained data were analyzed by "One-way Analysis of Covariance". In addition, the qualitative data was applied to present the learning result and reaction of creative thinking teaching. The results of this study were summarized as follows:
1. In the aspect of "Test of Divergent Thinking", the students in experimental group were obviously superior to the control group in the field of whole cognizing, fluency, openness, flexibility, and headline. But there is no significant difference on originality and elaboration between two groups.
2. In the aspect of "Test of Divergent Feeling", the students in experimental group were obviously superior to the control group in the field of whole affection, and curiosity. But there is no significant difference on risk-taking, imagination, and complexity between two groups.
3. In the aspect of "Learning Reaction", the experiment group students presented positive learning attitude to the curriculum activity. They were interested in using the creative thinking, and thought that would promote their imagination and creativity.
According above study results to offer some suggestions, and the study is expected to provide reference for teachers of performing arts curriculum.

並列關鍵字

Creative Thinking Teaching ； Performing Arts Curriculum ； Creativity

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