創造思考教學應用於高中生活科技多媒體電腦輔助課程對學生學習成效之影響

Abstract

本研究旨在探討創造思考教學應用於高中生活科技多媒體電腦輔助課程對學生創造思考能力、創造性問題解決能力及作品設計製作能力之影響，並分析是否因學業成就高低而有所差異。 本研究採準實驗設計中的「不相等前後測控制組設計」，以新竹市立成德高中九十四學年度高一學生為研究對象，隨機選取並分派二班，一班為實驗組，接受十週的創造思考教學的實驗課程；另一班為控制組，實施七週的傳統教學課程。測驗工具採用創造思考圖形與語文測驗、創造性問題解決能力測驗，以及自編之滿意度問卷。課程結束後將所得資料以二因子多變項共變數分析法與單因子多變項變異數分析法考驗各項能力得分差異。 研究結果發現： 一、實驗組學生，在圖形創造思考能力分數，未優於控制組。 二、實驗組學生，在語文創造思考能力分數，未優於控制組。 三、實驗組學生，在創造性問題解決能力分數，未優於控制組。 四、創造思考教學對圖形創造思考能力的增進效果，並不因學生的學業成就 表現而有顯著差異。 五、創造思考教學對語文創造思考能力的增進效果，並不因學生的學業成就 表現而有顯著差異。 六、創造思考教學對創造性問題解決能力的增進效果，並不因學生的學業成 就表現而有顯著差異。 七、實驗組學生，在作品設計製作能力檢核表之分數，未優於控制組。 八、實驗組學生對實驗課程呈現正面的反應，且為學生所喜愛。

Abstract

The destination of the research is to detect the influence of Creative Thinking Teaching applied to Multi-media Computer Aided Curriculums of Living Technology on students』 creative thinking ability、creative problem solving ability、and product design and manufacturing ability. And analyze if students』 academic performance affects the up-mentioned ability. This research adopts the 「nonequivalent pretest–posttest control group design「 in quasi-experiment design. The subjects of this research are the 1st grade students of Hsin Chu Municipal Chen-Te Senior High School in school year 2005. Two classes were picked up randomly. One is experimental group studying the curriculums design of creative thinking teaching and the other one is control group taught by conventional teaching method. The experimental teaching applied on experimental group lasted for 10 weeks and the conventional teaching applied on control group lasted for 7 weeks. Several tools were used to verify the learning results、which are the test of graphic and language creative thinking ability、the test of creative problem-solving ability、and the self-developed questionnaire of satisfaction investigation. The differences of each ability score were analyzed by two-way multivariate analysis of covariance and one-way multivariate analysis of variance. The findings of the research are:

1. The group students are not better than the control group students in scores of the creative thinking ability in graphic. 2. The experimental group students are not better than the control group students in scores of the creative thinking ability in language. 3. The group students are not better than the control group students in scores of creative problem solving ability. 4. The enhancement effectiveness of the creative thinking ability in language didn’t have significant differences with students』 academic performance. 5. The enhancement effectiveness of the creative thinking ability in graphic didn’t have significant differences with students』 academic performance. 6. The enhancement effectiveness of the creative problem-solving ability didn’t have significant differences with students』 academic performance. 7.The experimental group students are not better than the control group students in checking list scores of product design and manufacturing ability. 8. The reaction of the students of the experimental group about experimental courses was positive and favorable. Key word：Creative Thinking Ability、Multi-media Computer Aided Curriculums、Academic Performance