技術型高中專題實作課程教師創意教學信念、創意教學行為與學生創造力之關係模型
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2021
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本研究旨在了解技術型高中專題實作課程教師創意教學信念、創意教學行為及學生創造力之現況，並建構技術型高中專題實作課程教師創意教學信念、創意教學行為與學生創造力之關係模型。本研究以大台北地區技術型高中之工業、商業、農業、家事、海事水產、藝術及設計等七大類科專題實作課程授課教師，以及該授課教師的學生為調查對象，共發出34份教師問卷及1230份學生問卷，回收後有效教師問卷計34份，學生問卷計940份，以SPSS統計軟體進行單一樣本t檢定、階層多元迴歸，以了解學生背景變項、教師創意教學信念、教師創意教學行為對學生創造力之影響，並以AMOS統計軟體檢驗三者間之直接關係及間接關係。研究結果顯示，學生性別、就讀類科、專題每組學生人數、專題主要討論形式及專題是否與其他科學生同組可以預測學生創造力；教師在創意教學信念之創意教材與活動設計構面，對學生創造力之想像力構面具有預測性；教師創意教學行為對學生創造力具有正向預測性，而教師創意教學信念透過教師創意教學行為，對學生創造力產生正向影響。
The purpose of this study was to understand the current status of teachers’ creative teaching belief and creative teaching behavior, and students’ creativity in project implementation curriculum in technical high schools, and build a relational model of these by employing the survey research method.The study objective covered teachers of project implementation curriculum and their students in seven programs in technical high schools located in the greater Taipei area. 34 questionnaires for the teachers and 1,230 for the students were distributed, and 34 and 940 valid ones, respectively, were received back. One-sample t-tests and hierarchical multiple regression analyses were performed through the SPSS statistical software to understand the effects of students’ background variables and teachers’ creative teaching belief and behavior on students’ creativity. The AMOS statistical software was also used to test the direct and indirect relationship among the three.Background variables predictive of students’ creativity include gender, enrolled program, number of people in the group, format of the workshop and discussion, and whether students of different programs are in the same thematic practical course. The creative materials and activity design construct in teachers’ creative teaching belief is predictive of the imagination construct in students’ creativity. Teachers’ creative teaching behavior is predictive of and has a positive impact on students’ creativity, and their creative teaching belief has a positive impact on students’ creativity through their creative teaching behavior.
The purpose of this study was to understand the current status of teachers’ creative teaching belief and creative teaching behavior, and students’ creativity in project implementation curriculum in technical high schools, and build a relational model of these by employing the survey research method.The study objective covered teachers of project implementation curriculum and their students in seven programs in technical high schools located in the greater Taipei area. 34 questionnaires for the teachers and 1,230 for the students were distributed, and 34 and 940 valid ones, respectively, were received back. One-sample t-tests and hierarchical multiple regression analyses were performed through the SPSS statistical software to understand the effects of students’ background variables and teachers’ creative teaching belief and behavior on students’ creativity. The AMOS statistical software was also used to test the direct and indirect relationship among the three.Background variables predictive of students’ creativity include gender, enrolled program, number of people in the group, format of the workshop and discussion, and whether students of different programs are in the same thematic practical course. The creative materials and activity design construct in teachers’ creative teaching belief is predictive of the imagination construct in students’ creativity. Teachers’ creative teaching behavior is predictive of and has a positive impact on students’ creativity, and their creative teaching belief has a positive impact on students’ creativity through their creative teaching behavior.
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專題實作課程, 創意教學信念, 創意教學行為, 創造力, Thematic practical course, Creative teaching belief, Creative teaching behavior, Creativity