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  • 學位論文

幼兒創造想像作業的發展與其相關因素探討

Developing The Task of Monster Creative Imagination and The Related Factories

指導教授 : 陳學志博士
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摘要


由於政府致力於將台灣改造成新的“R.O.C.”,即“Republic of Creativity”( 創造力國度),創造力的研究近年受到重視,但創造力、幽默創造、性別、轉換變通力與創造想像的關係至今仍無法釐清,當「行動與動作創造思考測驗」可測量幼兒的創造力,但卻沒有任何工具可用來了解幼兒的創造想像,因此,本研究欲發展「怪物創造想像作業」來確認幼兒的創造想像。以101位大班5歲以上幼兒為研究對象,藉由分析個別幼兒所畫的正常怪物、好笑怪物與人形,並且透過個別訪談幼兒來確認正常怪物與好笑怪物的每一部位;接著,正常怪物與好笑的怪物被分析為四種怪物類型,包含:加減怪物、變位怪物、混種怪物、合體怪物與四個複雜等級;然後,讓所有幼兒個別通過「行動與動作創造思考測驗」測得流暢性、獨創性與想像性分數;最後,運用卡方考驗、百分比同質性考驗、單因子獨立樣本變異數分析的統計方法求得怪物創造想像作業與創造力、性別、轉換變通力與創造想像的關係。研究結果如下: 一、研究者發展的「怪物創造想像作業」,發現幼兒善於運用增量、添加物、不可見、減量、缺乏、誇大、扭曲、胖圓、尖刺、捲爆炸、幾何、不對稱、位移、結合動物、結合植物、結合物品、動態、禁忌等十八種技巧並歸納出加減怪物、變位怪物、混種怪物、合體怪物四種怪物類型與怪物類型內的四個複雜等級。 二、幼兒在正常怪物與好笑怪物創造想像作業的怪物類型與複雜等級有顯著差異。 三、不同性別的幼兒在正常怪物及好笑怪物創造想像作業中產出的怪物類型無顯著差異,但是在第三等級的複雜等級有差異 四、在正常怪物創造想像作業中,產出不同複雜等級的幼兒,於「行動和動作創造思考測驗(TCAM)」想像性分數有顯著差異。 五、在正常怪物及好笑怪物創造想像作業中產出怪物類型轉換變通程度高的幼兒,於「行動和動作創造思考測驗(TCAM)」想像性分數有顯著差異。 最後,研究者依據研究結果,針對對教育實務與未來研究提供建議,俾供參考。

並列摘要


Creativity studies have significantly increased in recent years owing to governmental advocacy to make Taiwan the new “R.O.C.”, or Republic of Creativity. However, exactly how creativity, humor creation, gender, flexibility and creative imagination are related remains unclear. While young children’s creativity is determined based on the “Thinking Creatively in Action and Movement”, no task can assess creativity imagination. Therefore, this work presents a Monster Creative Imagination Task developed, capable of identifying creative imagination in young children. The participants of this study were 101 five-year-old children who were in top classes of kindergarten. Creative imagination of young children is analyzed by drawing a general monster, a funny monster and a real man individually. Each child is then interviewed to identify each part of the monsters. Next, the monsters are analyzed into four different types, including increased monster, decreased monster, deformed displacement monster and mixed monster., and four complex levels. Additionally, all children are allowed to pass the “Thinking Creatively in Action and Movement” individually and get the scores of fluency, originality and imagination. Moreover, Chi-Square Test , test of homogeneity of proportions, and own-way ANOVA test were used to figure the correlation of creativity, humor creation, sex, flexibility and creative imagination. The results are as following: 1. Through “The Task of Monster Creative Imagination”, the skills that children are clever at most were demonstrated, such as increment, accrescence, invisibility, decrement, absence, exaggerating, distortion, plumpness, jag, curly, geometry, asymmetry, displacement, combination with animals, combination with plants, combination with objections, action and taboo. Otherwise, it generalizes tour monster types, including increased monster, decreased monster, deformed displacement monster and mixed monster. Moreover, each monster type is divided into four complex levels. 2. The types and the complex levels of monsters are significantly different in both general monster and funny monster. 3. In “The Task of Monster Creative Imagination” of both general and funny monsters, the types of created monsters does not demonstrated significant difference between children with different genders, but does in the third complex level. 4. The children who creates different complex level in “The Task of Monster Creative Imagination” of general monster demonstrates significant difference in the imagination-scores of Thinking Creatively in Action and Movement (TCAM). 5. Individual children demonstrated higher flexibility of types in “The Task of Monster Creative Imagination”, got significant higher imagination-scores in “ The Thinking Creatively in Action and Movement” (TCAM). At last, according to the results of the research, suggest to the research directions and the application of promoting creativity education in the future. Key words: creativity of preschool children, creative imagination, humor creation, monster, gender

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被引用紀錄


杜佳憲(2012)。國小想像力課程實踐之行動研究〔碩士論文,國立臺灣師範大學〕。華藝線上圖書館。https://www.airitilibrary.com/Article/Detail?DocID=U0021-1610201315313862

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