國中科技教育實施創造性問題解決教學之研究

A Study of the Effects of Creative Problem Solving Teaching on Technology Education in Junior High Schools

魏秀恬(Hsiu-Tien Wei)

指導教授 ： 黃能堂

國立臺灣師範大學/科技學院/工業科技教育學系/碩士(2000年)

摘要

本研究之主要目的在探討生活科技CPS教學對學生創造力、問題解決態度與認知學習成就之影響，並進一步探討學生對生活科技CPS教學之學習反應。研究者根據文獻探討的結果，發展實驗教材與測驗工具，挑選受試者進行不相等控制組之實驗設計，經過前測、實驗教學、後測的程序後，以共變數分析對前後測所得的資料加以統計處理，並以之為依據，討論生活科技CPS教學對學生創造力、問題解決態度以及認知學習成就的影響。此外，藉由教學反應量表的實施與所得資料，瞭解學生對生活科技CPS教學之學習反應。綜合上述結果，進而提出對生活科技教學與未來研究有用之建議。
茲將本研究之結論歸納如下：
一、接受生活科技CPS教學之實驗組學生在圖形創造力方面之開放性、獨創力、精密性等方面顯著優於控制組。
二、接受生活科技CPS教學之實驗組學生在創造性傾向之冒險性、想像力、挑戰性等方面顯著優於控制組。
三、接受生活科技CPS教學之實驗組學生在問題解決態度方面顯著優於控制組。
四、實驗組學生在認知學習成就方面並未與控制組達到顯著差異，但仍達到教學成效。
五、多數實驗組學生認為CPS教學策略很好，能引起學習的興趣。
六、多數實驗組學生認為課程的安排很不錯，對他們有很大的幫助。
七、多數實驗組學生喜歡這類的學習活動，認為自己在問題獲得解決時有很大的成就感，並認為這項課程相當成功。
八、實驗組學生對CPS教學有良好的接受程度，對課程與活動中所呈現的 自由、開放、輕鬆、活潑的氣氛非常喜愛。

關鍵字

圖形創造力 ； 創造性傾向 ； 問題解決態度 ； 創造性問題解決教學

並列摘要

The main purpose of this study was to explore the effects of creative problem solving teaching of junior high school’s living technology course on the students’ creativity, problem-solving attitude and learning achievement, moreover, the students’ learning reactions. Based on the literatures exploration, experimental teaching materials and test tools were developed, and then the students were chosen to progress the nonequivalent-control group design experiment. Processing the pre-tests, experimental teaching, and the post-tests, such statistic method was used as analysis of covariance（ANCOVA）to analyze the data from the pre-tests and post-tests. Finally, on the basis of the analyses, to discuss the effects of creative problem solving teaching of junior high school’s living technology course on the students’ creativity, problem-solving attitude and learning achievement. In addition, by the instrument of teaching reactions, the students’ learning reactions of creative problem solving teaching of living technology course were understood. Sum up the above, suggestions that were aimed at living technology teaching and more research in the future would be raised. The following conclusions were made:（1）The experimental group students who receive the creative problem solving teaching of the junior high school’s living technology course made significantly greater gains in liberality, originality, elaboration of figural creativity than the control group students.（2）The experimental group students who receive the creative problem solving teaching of the junior high school’s living technology course made significantly greater gains in risk taking, imagination, complexity of creative inclination than the control group students.（3）The experimental group students who receive the creative problem solving teaching of the junior high school’s living technology course made significantly greater gains in problem-solving attitude than the control group students.（4）There was no significant difference between the experimental group and the control group students in their learning achievements but still reached the teaching effect.（5）Most of the experimental group students thought that the creative problem solving teaching strategy was good and could stimulate the interest of learning.（6）Most of the experimental group students thought that the arrangement of curriculum was good and helpful.（7）Most of the experimental group students like this kind of learning activities, had great sense of achievement while problems were solved and thought the curriculum was very successful.（8）The experimental group students accepted the curriculum very well and like the liberal, open, relaxed and lively ambiance very much.

並列關鍵字

figural creativity ； creative inclination ； problem-solving attitude ； creative problem solving teaching

參考文獻

李基常、王繼正（民87），創造性問題解決式的專題製作教學。技術及職業教育，45，39-44。

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楊樂生（民88），問題解決策略應用於概念設計之研究—以輪椅設計為例。國立台灣師範大學工業科技教育研究所碩士論文。

Virginia Department of Education Richmond.（1992）.The Technology Education Curriculum k-12. Commonwealth of Virginia Department of Education Richmond.