創造思考教學對國中學生創造力與樂觀特質之成效研究

Abstract

本研究旨在依據編製的「創造思考教學方案」作為實驗教材，探討此方案對提升國中生的創造力和樂觀特質的成效。本研究採準實驗研究法，為前、後測的不等組實驗設計。研究對象為新北市某國中七年級學生共62人為研究對象，測驗工具為陶倫斯創造思考語文版與國中生樂觀特質量表，分析接受「創造思考教學方案」的實驗組共30人，與未接受方案的對照組共32人，在實驗結束後，根據兩組測驗結果所得資料，進行共變數分析，以了解實驗組在創造力與樂觀特質的表現情形。本研究主要發現如下： 一、實驗組學生在獨創力分數顯著優於控制組；而流暢力、變通力、創造力總分兩組學生無顯著差異。 二、創造思考教學方案未能有效提升國中學生樂觀特質。 三、實驗組學生對「創造思考教學」課程的多呈正向感受

根據本研究發現及省思，研究者提出建議，作為後續研究、教學者之參考。

The Effect of Creative Thinking Teaching on Creativity and Optimistic Trait of the Junior High School Students

Abstract

The purpose of the study is to make a Creative Thinking Teaching program for promoting the creativity and Optimistic Trait. A nonequivalent pretest-posttest experimental design was employed. They were 7th grade students from a public junior high school in New Taipei City. The Torrance Tests of Creative Thinking and optimistic trait scale are used to test all the students, including 30 of them accepting the program and 32 of them not accepting any of the program. After the program, ANCOVA analysis are used to understand the result of creativity and Optimistic Trait of the two groups of the students.

The main findings of the research are as the followings: 1. The students in the experimental group got more significant improvements in Originality than those in the control group on Torrance Tests of Creative Thinking Test. The students in the experimental group made no significant improvements in their Fluency, Flexibility,and the total score. 2. The students in the experimental group made no significant improvements in their Optimistic Trait. 3. Analyzed from the end of the curriculum feedback questionnaires, the experiment group students who accept “Creative Thinking Teaching Program” were positive.