國中生活科技課程創造思考教學對學生學習成效之影響

The Influence of Creative Thinking Teaching on the Student Learning Effectiveness of the Living Technology Curriculums at Junior High School

吳世清

指導教授 ： 吳明雄

國立臺灣師範大學/科技學院/工業教育學系/碩士(2001年)

摘要

本研究旨在探討國中生活科技課程創造思考教學對學生創造思考能力、創造性問題解決能力及作品設計製作能力之影響，並分析是否因學業成就高低而有所差異。
本研究採準實驗設計中的「不相等前後測控制組設計」，以屏東縣立長治國中九十學年度國二學生為研究對象，隨機選取並分派二班，一班為實驗組，接受創造思考教學的課程設計；另一班為控制組，實施傳統的教學方法，進行為期十週的實驗教學，並於結束後將所得資料以二因子多變項共變數分析法，進行統計分析，同時以單因子多變項變異數分析期末作品設計製作能力得分差異。研究結果發現：
一、接受國中生活科技課程創造思考教學的實驗組學生，在圖形創造思考能力分數，明顯優於控制組。
二、接受國中生活科技課程創造思考教學的實驗組學生，在語文創造思考能力分數，明顯優於控制組。
三、接受國中生活科技課程創造思考教學的實驗組學生，在創造性問題解決能力分數，明顯優於控制組。
四、創造思考教學對圖形創造思考能力的增進效果，並不因學生的學業成就表現而有顯著差異。
五、創造思考教學對語文創造思考能力的增進效果，並不因學生的學業成就表現而有顯著差異。
六、創造思考教學對創造性問題解決能力的增進效果，並不因學生的學業成就表現而有顯著差異。
七、接受國中生活科技課程創造思考教學的實驗組學生，在作品設計製作能力檢核表之分數，明顯優於控制組。
八、接受創造思考教學之實驗組學生對實驗課程呈現正面的反應，且為學生所喜愛。

關鍵字

生活科技 ； 創造思考教學 ； 創造力 ； 問題解決

並列摘要

This research is to determine the influence of Creative Thinking Teaching in the Living Technology Curriculums on the creative thinking ability, creative problem solving ability and work design and production ability among junior high school students, and to analysis the their correlation to the academic performance.
This research adopt the “nonequivalent pretest –posttest control group design“ in quasi-experiment design. The subjects of research is the students of 2nd graders in 90 school year of pintung county chang chih junior high school. Two classes was picked up randomly. One of them is experiment group, who accepts the curriculums design of creative thinking teaching and the other one is control group with conventional teaching method. The experiment lasted for 10 weeks. The data obtained were conducted with statistical analysis in two-way multivariate analysis of covariance, and one-way multivariate analysis of variance the difference in work design production ability scores at the end of the semester. The findings of the research are:
1.The experiment group students who accepts creative thinking teaching of junior high school students living technology curriculums are significantly better than the control group in scores of graphic creative thinking ability.
2.The experiment group students who accepts creative thinking teaching of junior high school students living technology curriculums are significantly better than the control group in scores of language creative thinking ability.
3.The experiment group students who accepts creative thinking teaching of junior high school students living technology curriculums are significantly better than the control group in scores of creative problem solving ability.
4.The boosting effect of creative thinking teaching in graphic creative thinking ability, do not have significant difference in students‘ academic performance.
5.The boosting effect of creative thinking teaching in language creative thinking ability, do not have significant difference in students‘ academic performance.
6.The boosting effect of creative thinking teaching in creative problem solving ability , do not have significant difference in students‘ academic performance.
7.The experiment group students who accepts creative thinking teaching of junior high school students living technology curriculums are significantly better than the control group in scores of working design and production ability checking list.
8.The learning reactions in experiment group students who accepts creative thinking teaching of junior high school students living technology curriculums are positive and favored.

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