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    Title: 視覺創意教學提升國中學生創造力之行動研究
    Other Titles: The action research on students' creativity enhanced by visually creative thinking instruction in junior high school
    Authors: 黃心怡;Huang, Hsin-yi
    Contributors: 淡江大學教育科技學系碩士在職專班
    黃雅萍;Huang, Ya-ping
    Keywords: 視覺藝術教育;視覺創意教學;創造力;行動研究;Visual Arts Education;Visually Creative Thinking Instruction;Creativity;Action Research
    Date: 2007
    Issue Date: 2010-01-11 00:31:21 (UTC+8)
    Abstract: 本研究旨在探討及實施適合國中學生的視覺創意教學策略,來了解其對國中學生創造力的影響,同時也探究學生的學習感受及視覺創意教學的限制與因應。本研究以研究者任教之台南市一所國中二年九班三十四位同學為對象,自九十五年十月到九十六年四月,實施「靜物劇場」、「最佳代言人」與「夢幻自畫像」三個視覺創意教學單元,共進行五個月之行動研究。

    研究者透過自編之教學設計與學習單,同時搭配協同教師的觀察紀錄、學生作品、學生訪談、學生自評互評、省思札記等,並配合吳靜吉教授等人編製之「陶倫斯圖形創意思考測驗」前後測之比較,提供多方面的資料回饋與檢證,藉此分析比較教學前、後學生創造思考能力的改變情形。

    研究結果發現:
    一、大多數學生對於教學活動多以正面積極的態度回應,認為視覺創意教學鼓勵創意思考的活動設計活潑多元,能夠提升學生學習動機及學習成效;創意思考策略增進學生思考與互動;視覺創造圖像表現提供學生創意具體呈現之方法;資訊融入教學則提供學生多元表現的管道及深入省思。

    二、視覺創意教學能夠提升國中學生創造力表現,整體來說,進度達顯著程度,其中以精進力最為明顯,流暢力、變通力次之,獨創力則較不明顯。

    三、本研究在課程設計與實施過程中所遭遇的困難,包括創意思考需較多練習,課程時間更顯不足;電腦教室中,學生心繫遊戲,與資訊能力落差明顯;學生身心狀態影響課程反應與創造力表現;以及教育體制不重視視覺藝術課程,創造力教學無法落實等問題。

    最後,研究者再根據研究發現與結論,對教學者與未來研究者提出建議,提供未來對此議題有興趣的教師課程設計之參考。
    Through the approach of visually creative thinking instruction (hereafter referred to “VCTI”), this study was conducted not only to observe the changes in students’ creativity, but also to study the limitations and applications of VCTI. Based on the 34 samples in a junior high school in Tainan City received from October 2006 to April 2007, the three units, including “The Still Theater,” “The Best Spokesman,” and “The Illusion of Self-Image,” cover the action research for a 5 months period.

    The instruction and work sheets designed by the researcher are used to conduct the analytical comparison which are done with the data including class observation, students works, students’ interviews, students’ assessment, and notes on their feedback together with the test developed by Dr. Ching-Chi Wu, called “Torrance Test of Creative Thinking”. These data provide information from different aspects of feedback to identify the change in students’ creative thinking ability between the pretest and posttest.

    The research findings are listed below in 3 points:
    Firstly, most students responded positively to the teaching activity, regarding VCTI. Because the strategy “Visually creative thinking instruction” not only helps students with their learning motives and learning effects, but promotes creative thinking for it’s diverse design in activities. The creative thinking strategies improve students’ ability of thinking and co-operation. The VCTI approach provides students a way to present their creativity with concrete visual image. Combined with the technology immersion approach, VCTI approach offers students the channels to perform diversely and chances for deep introspection.

    Secondly, when implementing VCTI, according to the test results of Torrance Test of Creative Thinking, it was discovered that the most prominent part of improving junior high school students’ creativity was Elaboration. It was then followed by Fluency, and Flexibility. Originality scored the least the lowest.

    Thirdly, during the process of lesson designing and teaching practice, we had trouble finding more time for students’ creative thinking training, trouble keeping students away from computer games in the computer classroom. Also there are difficulties balancing difference in their computer abilities among students. In addition we face difficulties improving their learning attitudes, and reaching their goals of creative instruction in an unfocused teaching environment.

    Lastly, according to the research discussions and findings, the researcher proposed some suggestions and ideas for future research of those instructors and researchers whom may be interest in the curriculum designs.
    Appears in Collections:[教育科技學系暨研究所] 學位論文

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