啟發國小學生科技創新設計能力教學策略之行動研究

An Action Research on Teaching Strategies for Enlightening Technological Creation＆Designing Ability of Elementary School Students

魏永興(wei yung hsing)

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(2002年)

摘要

本研究係採用行動研究法，透過創造思考教學及創意技法的運用，以國小五、六年級自然科內涵素材，對學生實施科技創新設計能力啟發培育教學，期望透過不斷的檢討與改進，能探索提升學生科技創新設計能力之有效教學策略；並以現行課程內涵為主軸，促使學生產生創意構想，期能創造出日常生活中嶄新科技性產品的構想；並且藉由行動研究的參與，促進研究者對於啟發學生創造力的教學策略知識有專業的成長。
為達研究目的，本研究於台北市大安區龍安國小成立創造發明社，研究對象為自願參與社團之該校五、六年級學生二十七人，此為實驗組學生，進行約八個月的行動研究。經由教學活動的錄音與觀察紀錄、與師生的深度訪談、課程文件收集、隨堂心得紀錄、學生回饋問卷與研究者反省札記等多樣的方式來蒐集質性資料。在研究過程中研究者反省教師的教學歷程並改變教學活動，以三角校正方法來檢核分析結果，以提高本研究之信效度，並以立意取樣方式選出六年級某一班學生為控制組，實施一般教學，在課程結束後將兩組學生所得之測驗分數以單因子共變數分析法進行統計分析，以對照兩組學生之差異。
研究結果發現：
一、教師在運用創造思考教學之歷程中，建構出啟發學生科技探究與創新設計能力之有效教學策略；
二、實驗組學生在教學活動中，對自然界事物的好奇心與想像力有明顯提升，同時也能積極蒐集資料並嘗試運用創造技法來改進事物；三、實驗組學生在接受創造思考教學課程後，在圖形與語文創造思考能力分數，明顯優於控制組學生；
四、實驗組學生在接受創造思考教學課程後，在問題解決能力分數，並未明顯優於控制組學生；
五、本論文研究者在教師教學歷程中，透過不斷省思與修正，促使自身在專業知識上的成長。

關鍵字

創造力 ； 行動研究 ； 教學策略

並列摘要

The study, with the use of materials of nature and science from the fifth and sixth grades, was adapted by an action research method through the application of both creative thinking teaching and creative skills in order to enforce the technology and creative design abilities on students. In the hope of continuous correction and improvement, the researcher can explore the effective teaching strategies and elevate the technology and creative design ability for all students. Moreover, with the axis of current curriculum, it can help students to generate creative ideas and to invent newly technological products in their daily lives. Furthermore, by the participation of the action research, it will contribute to professional growth for the researcher on teaching strategies and knowledge of enlightening students’ creativity.
In order to achieve the above purposes, a club called “creation and invention” was set up at Lung-an elementary school in Taipei. The subjects of this study are twenty-seven voluntary students from fifth and sixth grades, who belong to the experimental group, and the research had lasted about eight months. Qualitative data are collected by means of tape-recording and observational records during the time of activity teaching, gathering curricular documents, writing down the researcher’s reflection in and after class, and receiving students’ feedback questionnaires, etc. Also, in the process of study, the researcher reflected and modified the teacher’s processes of teaching and teaching activity with the method of triangulation to evaluate the result so that we can elevate both reliability and validity of the study. Besides, we have selected a class from sixth grade to be a controlled group by purposive sampling and implemented a normal way of teaching. After the curriculum was over, the obtained data from the two groups will be conducted with statistical analysis which is one way analysis of covariance to compare their differences.
The findings of this study were: (1) In the process of using the method of creative thinking teaching, the teacher can construct effective teaching strategies which can enlighten students’ abilities on technological exploration and creative design. (2) From the process of teaching, the experimental group had obvious increases with curiosity and imagination from the nature, and can collect data to try to make use of creative skills to improve things. (3) The experimental group accepted the curriculum of creative thinking teaching is significantly superior to the controlled group in the scores of creative thinking ability on graphics and languages. (4) The experimental group accepted the curriculum of creative thinking teaching is not noticeably better than the controlled group in the score of problem solving ability. (5) The researcher aims at constant reflection and modification in the process of teaching; therefore, the researcher can contribute to his own development and growth in the field of professional knowledge.

並列關鍵字

creativity ； action research ； teaching strategies

參考文獻

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