高職「專題製作」課程融入技術創造力教學成效之研究

The Study of Technology Creativity Teaching Effectiveness for Vocational High School: With Project Work as an Example

10.7060/KNUJ-ES.201012.0051

趙志揚(Chih-Yang Chao)；劉丙燈(Ping-Teng Liu)；張彩珠(Tsai-Chu Chang)；邱紹一(Shao-I Chiu)

技術創造力 ； 專題製作 ； 教學策略 ； Technological creativity teaching strategy TCTS ； project work ； vocational high school students

高雄師大學報：教育與社會科學類

29卷（2010 / 12 / 01）

51 - 71

繁體中文

本研究旨在探討高職「專題製作」課程加入技術創造力教學技法對學生學習成效之影響。採準實驗設計的方法，以「專題製作」課程教學加入技術創造力教學法之學生為實驗組，以一般傳統教學法之學生為控制組。實驗處理歷程為8週（實驗組每週2小時加入技術創造力策略教學），參與實驗之學生共計75人。研究工具包括高職工業類科學生技術創造力量表、高職工業類科學生技術創造力態度量表。研究結果顯示：控制前測變項後，實驗組學生在技術創造力之「獨創性」、「製造可行性」、「人性化」、「變通性」、「外觀」、「材料」與「知識」等項目，均顯著優於控制組學生。

The purpose of this study was to investigate the project work learning effectiveness within the technological creativity teaching strategies (TCTS) for the students in vocational high schools. The study was designed by quasi-experiment. The students who were taught by TCTS served as the experimental group and who were taught by the traditional teaching method served as the control group. The experimental processes were through 8 weeks (2 hrs per week trend in TCTS) and 75 students joined the study. The research instruments involved were technology creativity questionnaire and technology creativity attitude questionnaire for vocational high school students. The result showed that the experimental group was more significant than the control group in ”originality,” ”manufacturing feasibility”, ”humaneness”, ”flexibility”, ”apperance” and ”material” of technological creativity under control of pre-test variables. In addition, the experimental group was more significant than the control group on the learning effectiveness of technological creativity ”knowledge.”

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