創造思考教學與創新能力培養之研究－以機器人課程為例

The Research on Creative Thinking Teaching and Innovative Capability Cultivation- A Case Study of Robot Course

黃美珍(Mei-Zhen Huang)

指導教授 ： 蔡文鈞

中原大學/商學院/企業管理研究所/碩士(2013年)

https://doi.org/10.6840/cycu201300625

摘要

在創新與創意為主的時代背景下，企業必須不斷創新才能維持自身競爭力，然而企業要創新其關鍵在於是否擁有創新能力的人才，因此如何推動創新能力的培養遂成為重要的教育議題。綜觀國內機器人教育市場近年來蓬勃發展，發現其不僅可以為國家培育科技創新人才奠定基礎，也是未來科學教育市場之新利基。
本研究之目的在探討：（1）創造思考教學與創新能力培養之關係，（2）機器人課程的教學方法如何達到培養創新能力之目的。本研究主要採用訪談法與參與式觀察法為研究方法，以中壢市某國小機器人課程之教師與學生為研究對象，並以「德國慧魚工程積木組件」為教學工具，探討教師如何運用不同之創造思考教學方法以培養學生的創新能力。本研究所指之創新能力包含聯想能力、觀察能力、問題解決能力、實驗能力以及團隊合作等五種能力。
研究者主要以實際參與課程並觀察與記錄，輔以訪談資料加以分析與研究。研究結果發現，教師可運用不同之創造思考教學方法來達成創新能力的培養，「聯想能力」可藉由想像發問法、列舉發問法、6W發問法與圖像聯想法來培養，「觀察能力」可藉由實物視覺刺激法與圖像視覺刺激法來培養，「問題解決能力」可藉由腦力激盪法、合作學習法與實作訓練法來培養，「實驗能力」可藉由合作學習法與實作訓練法來培養，「團隊合作能力」可藉由腦力激盪法、合作學習法與小組競賽法來培養。
本研究進一步發現，教師若適當的搭配不同之教學方法，有利於培養學生的創新能力，例如同時運用發問法與圖像聯想法，對聯想能力的培養其效果遠優於只使用單一教學方法；另外，單一教學方法亦有可能同時培養多種創新能力，例如合作學習法可同時培養問題解決能力、實驗能力及團隊合作能力。最後，本文根據研究結果對於學校、教師、課程設計及師資培育方面提出相關建議。

關鍵字

機器人課程 ； 創新能力 ； 創造思考教學

並列摘要

In the historical background of innovation and creativity, enterprises must be continuously innovative to remain competitive. In order to accomplish this, companies need to cultivate a culture of innovation with their employees. Therefore, promoting innovative capability cultivation has become a very important topic today. Since robotics education can be used in the cultivation of innovative capability and considered a niche, the market has become very popular recently.
This study is aimed at exploring the following: (1) The relationships between creative thinking teaching and the cultivation of innovative capability. (2) How to use the robot course as a method for cultivating the capability of innovative thinking. Participant observation and interviews were the methods used in this study to determine how teachers use different kinds of creative thinking methods to cultivate students’ innovative capabilities. The subjects of this study were the teacher and students in the robot course from an elementary school located in Jhongli City, and the teaching materials used came from “Fischertechnik ROBO Pro”. The innovative capabilities mentioned in this study include the abilities of association, observation, problem-solving, experimentation and teamwork.
After conducting an interview the researcher attended a class to observe, record and analyze the teaching methods. The researcher found out the conclusions that different teaching methods could be used to cultivate innovative capabilities. (1) Association ability can be cultivated by imagining-questioning, listing-questioning, 6W-questioning and picture associating methods. (2) The ability of observation can be stimulated by using items or pictures. (3) Problem-solving ability can be cultivated through the use of brainstorming, cooperative learning and hands-on training methods. (4) Experimentation ability can be cultivated by using cooperative learning and hands-on training methods. (5) The ability to work well in teams can be cultivated through the use of brainstorming, cooperative learning and competition methods.
The study also found that combinations of different teaching methods such as using questioning and picture association at the same time could be more successful at improving a student’s innovative capabilities than if only one method was used. Furthermore, some teaching methods could be successful at cultivating several capabilities. For example, the cooperative learning method could be used to cultivate problems-solving, experimentation and team-working abilities all at the same time. Based on the findings from the study, the researcher provided recommendations for schools and teachers, curriculum design and teacher cultivation about robotics education.

並列關鍵字

creative thinking teaching ； innovative capability ； robot course

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