創造思考教學融入國小藝術才能美術班專題學習之行動研究

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Title:	創造思考教學融入國小藝術才能美術班專題學習之行動研究
Other Titles:	An action research of teaching for creativity thinking with project-based learning to educating artistically talented elementary school students
Authors:	張景惠;Chang, Ching-Hui
Contributors:	淡江大學教育科技學系數位學習在職專班張瓊穗
Keywords:	創造力;創造思考教學;專題學習;專題導向學習;藝術才能班;Creativity;Teaching for Creativity Thinking;Project Based Learning;PBL;artistically Talented
Date:	2016
Issue Date:	2017-08-24 23:59:05 (UTC+8)
Abstract:	專題學習是專業美術教育的核心知能，但是對於已經習慣傳統講授示範式教學的學生而言，需要自主探索與獨立思考的專題學習是較難掌握的學習方式；為了讓美術班學生在專題學習的步驟中獲得輔助思考的工具以及強化思考的能力，也將創造思考教學融入課程中，幫助學生更有效率地進行學習，研究者結合創造思考教學與專題學習，進行提升美術班學生美術創造力之研究。本研究採取行動研究法，以新北市某國小藝術才能美術班六年級15位學生為對象，進行12週二循環的創造思考教學融入專題學習之美術課程，研究創造思考教學融入國小藝術才能美術班專題學習對於創造力的影響。研究結果顯示，學生在陶倫斯創造思考測驗之後測優於前測，流暢性、獨創性、標題、精密性與開放性之百分等級皆有所提升，尤其是流暢性與標題，差異最為明顯。而整體的CI百分等級平均亦有大幅度提升；協同教師對作品的共識評量顯示，在創造思考教學融入專題學習的二次循環改良後，學生作品的創造力已獲得提升；此外，藉由觀察學生在創造思考教學融入專題學習的活動表現及學生訪談中發現，學生在歷程中表現出冒險性、挑戰性、好奇心及想像力。 Project Based Learning (PBL) is regarded as a core competence in professional art education. However, students that are used to traditional instruction-oriented education find it difficult for them to think and explore independently in a PBL curriculum. Creative thinking was integrated into the curriculum of an art program in order to offer these students opportunities to acquire tools for assisted thinking, enhance their thinking capacity, and help them learn more efficiently in a PBL process. Through integrating creative thinking instruction and PBL, this research intends to examine if and how PBL promotes the creativity of students in an art program. Action research was employed as the research method in this project, with 15 grade-6 students in an art talent program at an elementary school in New Taipei City as objects of the study. The action research consisted of two 12-week cycles of creative thinking instruction integrated in a PBL art program to examine the impacts of PBL in an integrated creative thinking program on the creativity of the students in an art talent program of an elementary school. The findings indicate that the scores in the pre-test are better than post-test of Torrance Tests of Creative Thinking, showing notable percentage increases on the scales of Fluency, Flexibility, Originality, Elaboration, and Openness. Moreover, there was significant increase in overall CI percentage. The consensual assessment conducted by the collaborative teachers indicated that after the two cycles of improvement through PBL integrated with creative thinking instruction, the creativity of the students’ works showed significant increases in creativity. In addition, from the observations of the students’ behavior in the PBL-based activities integrated with creative thinking instruction, and from interviews with the students, , it was discovered that the students showed to be adventurous, challenging, curious, and imaginative during the process.
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