創意思考技能教學對國小六年級創造力的成效研究

A Study of the Instruction of Creative Thinking Skills in Promoting the Sixth Graders' Creativity.

莊杏如(Shin-Ju Chuang)

指導教授 ： 陳慶帆

淡江大學/教育學院/教育科技學系碩士在職專班/碩士(2009年)

https://doi.org/10.6846/TKU.2009.00265

摘要

本研究目的在探討國小六年級電腦向量繪圖課程中，運用創造思考策略引導構思，是否能提昇學生的創造力。在先行的試探性研究中，受試者以向量繪圖結合SCAMPER策略進行創作， 研究結果顯示：此創作教學方法不僅可以避免數位創作中，最為人詬病的特效氾濫問題，在創作執行階段又可提供電腦繪圖鷹架。但是，作品仍有同質性高、低創造力的問題。所以，本研究的重心將置於，自創作構思階段提高作品的創造力。

本研究以Amabile的創造力成分模式為理論依據，將成分模式中的「創意思考技能」視為自變項，「專業」與「動機」定位為外擾變項。研究設計採不等組前後測準實驗設計，實驗組和控制組皆先進行相同的向量繪圖技能教學，待兩組學生在「專業」成分具相同基本技能後，實驗組施以「創思向量繪圖教學」，在引導構思時，導入SCAMPER、腦力激盪、屬性列舉法及分合法等創造思考策略，控制組則以範例作品欣賞及全班問與答的方式進行引導。

在學習成效評估方面：以Amabile共識評量技術進行研究對象的作品評量，自「作品_創思技能」及「作品_繪圖技能」兩方面評量其創造力。為避免單一評量偏誤，輔以新編創造思考測驗，評量研究對象的擴散思考能力，以此兩方面量化數值檢測研究成效。最後，進行統計分析時，以單因子共變數分析檢定實驗效果的顯著性。

本研究結果如下：
一、在「作品_創思技能」面向，實驗組顯著優於控制組。
二、在「作品_繪圖技能」面向，實驗組顯著優於控制組。
三、在「新編創造思考測驗」中，兩組學生的擴散思考能力無顯著組間差異。但是，兩組在各自的相依樣本t考驗中，後測皆顯著優於前測，有顯著組內差異。

最後，研究者根據上述的研究結果提出建議，作為實務教學及未來研究的參考。

關鍵字

創造力 ； 向量繪圖 ； 創造思考策略 ； 創造力成分模式

並列摘要

This research aimed to explore that if adopting creative thinking strategies could promote students’ creativity in the 6th graders’ vector-drawing class. In the pilot study, students gestate the design with SCAMPER strategy. The result of this pilot study showed that the SCAMPER could not only keep off the problem of overabundant special efficacy in digital creation, but also provide the scaffold of computer graphics. However, there were still the problems of high homogeneous and low creativity in the works of digital creation. Therefore, this research focused on promoting the originality of students’ work at the stage of gestation.

The theoretical framework of this research was based on Amabile’s component model of creativity. The ‘creative-thinking skills’ was treated as the independent variable, whereas ‘expertise’ and ‘motivation’ were used as extraneous variables.The design of this research was nonequivalent pretest-posttest control group design. At first, the vector-drawing teaching was implemented equally in both of the experimental group and the control group. After members of both groups had obtained the same basic skill, ‘creativity vector-drawing instruction’ was carried out only in the experimental group. The creative-thinking strategies such as SCAMPER、brainstorming、attribute listing and synectics were used to guide members in the experimental group to conceive the idea of vector drawing. Meantime the control group was guided by presenting, appreciating and discussing example’ works.

Regarding the evaluation of learning achievement, Amabile’s consensual assessment technique was used to evaluate works in terms of ‘creativity thinking skill’ and ‘vector-drawing skill’. In addition, in order to avoid mono-operation bias, students’ ability of divergent thinking was evaluated with New Creativity Test. In the end, one-way analysis of covariance was used to check the significance of statistics when proceeding statistical analysis.

The results of this research were as follows: First, the experimental group scored significantly higher marks in terms of ‘creative thinking skill’ than the control group. Second, the experimental group also scored significantly higher marks in terms of ‘vector-drawing skill’ than the control group. Last, there was no significant difference between the experimental group and the control group in the New Creativity Test. However, both groups’ scores on post-test were significant higher than those on pre-test. Finally, according to the foregoing the research results, some recommendations were proposed for future innovation of pedagogy and further research as well.

並列關鍵字

creativity ； vector drawing ； creative thinking strategy ； the componential model of creativity

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