後設認知導向之創造思考模式在教學之應用

Application of Creative Thinking Model Based on Metacognitive Theory in Teaching

10.6384/CIQ.200401.0015

柯志恩(Chih-En Ko)

後設認知 ； 創造思考 ； 創思教學模式 ； Creative teaching model ； Creative thinking ； Metacognition

課程與教學

7卷1期（2004 / 01 / 01）

15 - 29+178

繁體中文

讓學生具有創意的思維及問題解決的能力，可以說是當前教育所強調的重點。 目前，「培養中小學生的創造力」之相關實證研究雖然受到重視，但推行成果卻未達到預期標準。教師本身在實際教學上缺乏教學創造力可說是框限學生原創力思考的一大因素。改善教師的心智模式，使其具有反思之後設認知技能，可以說是在提昇師生創造思維上，提供另一參照脈絡。據此，本研究以台北市一所中型國民小學教師為對象，生活領域課成為內容，採行動研究之方式，藉由觀察、後設對話導向之深度晤談，焦點訪談來探究教師如何運用自我計劃、自我選擇、自我覺知、自我監控、即自我修正等後設認知技能於創思教學策略的發展，並進一步檢視，經過此歷程所建出的以創造性問題解決為導向的教學模式，其實施成效為何，並提出修正建議，以作為這一波創新教學人力品質提昇之參考。

Improving students' ability of creative thinking and problem solving is the main focus stressed in today's education. Currently, the experimental researches related to the topic of 「Cultivating the creativity of the Junior High and Elementary school students」have been taken into serious attention; however, the result of the execution has yet reached the expected level. The lack of creativity in teaching is one of the major factors restricting the creative thinking of students. Changing teachers' mental structure to construct them with the ability of reflective thinking of the metacognitive skills provides a thread enhancing the level of creative thinking for teachers and students.Based upon the above, this study will use the teachers of Lung-An Elementary School, Taipei as our subjects, and be carried out by adopting the method of action research. The study will use participant-observer style、metacognitive dialogue oriented in-depth interview、focus group、and document analysis to investigate how teachers to use the metacognitive skills, such as self-planning、self-selecting、self-awareness、self-monitoring、and self-tuning, on the development of their creative teaching strategy. Furthermore, the study will examine the effect of executing the problem solving oriented teaching model constructed by going through the above procedures, then using this to put forward an amended proposition as a reference for the program of improving the quality of creative teaching manpower.

1. Baird, J. R.,White, R. T.(1982).Improving learning through enhanced metacognition: A classroom study.
2. Bandura, A.(1997).Self-efficacy: The exercise of control.
3. Brown, A. L.(1987).Metacognition, motivation, and understanding.
4. Bruner, J. S.(1966).Towards theory of instruction.
5. Davidson, J. E.,Stemberg, R. J.(1998).Metacognition in educational theory and practice.
6. Davis, g. a.,Rimm, S. B.(1994).Education of the gifted and talented.
7. Feldhussen, J. F.(1995).Creativity: A Knowledge base, metacognitive skills, and personality factors.Journal of Creative Behaviors,29(4)
8. Flavell, J. H.(1979).Metacognition and cognitive monitoring: A new area of cognitive developmental inquiry.American psychologist,34
9. Guilford, J. P.(1975).Varieties of creative giftedness: Their measurement and development.Gifted Child Quarterly,19
10. Herrenkohl, L. R.,Palincsar, A. S.,DeWater, L. S.,Kawasaki, K.(1999).Developing scientific communities in classrooms: A sociocognitive approach.The Journal of the Learning Sciences,8(3&4)
11. Jay, E. S.,Perkins, D. N.(1997).The Creativity Research Handbook.
12. Kramarski, B.,Mevarech, Z. R.,Lieberman, A.(2001).Effects of multilevel versus unilevel metacognitive training on mathematical reasoning.Educational Research,94(5)
13. Mumford, M. D.,Gustafson, S. B.(1988)..Creativity syndrome : Integration, application, and innovation.Psychological Bulletin,103
14. Nelson.T. O.(ed.)(1992).Metacognition: core readings.
15. Palincsar, S.,Brown, A. L.(1984).Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities.Cognition and Instruction,1
16. Phye, F. D.,Andre, T.(1986).Cognitive classroom learning: Understanding, thinking, and problem solving.
17. Stemberg, R. J.(1996).Investing in creativity.American Psychologist,51(7)
18. Stemberg, R. J.(1988).The nature of creativity.
19. Stemberg, R. J.(1985).Beyond IQ: A triarchic theory of human intelligence.
20. Swatrz, R.,Park, S.(1994).Infusion the Teaching of Critical and Creative Thinking into Content Instruction - A Lesson Design Handbook for the Elementary Grades.
21. Treffmger, D. J.,Isaksen, S. G.(1992).Creative problem Solving: An Introduction.
22. 王千倖(1999)。提昇教師教學創造力-「以學校為中心」的教師在職進修。中等教育，51
23. 李明芬(1995)。後設認知的訓練與超媒體學習。
24. 周進洋、韓承靜(1997)。心智表徵與創造思考。科學與教育學報，3
25. 林清山、張景媛(1993)。國中生後設認知、動機信念與數學學習之關係暨代數應用題數學策略效果之評估-國中生後設認知、動機信念與數學解題策略之關係研究。
26. 柯華葳(1994)。問題解決教學模式及其在環境教育上的應用。科學教育學刊，1(2)
27. 洪振方(1998)。科學創造力之探討。高雄師大學報，9
28. 唐偉成、江新合(1999)。開發科學創造力之教學策略研究-應用於國小自然科。科學與教育學報，3
29. 崔夢萍(1999)。資訊教育中的創造思考學習歷程-理論探討與研究之分析。課程與教學季刊，2(4)
30. 張昇鵬(1995)。資賦優異學生後設認知能力與創造思考能力關係之研究。特殊教育研究學刊，13
31. 張春興(1995)。張氏心理學辭典。
32. 張景媛(1993)。自我調整,動機信念,選擇策略與作業表現關係的研究暨自我調整訓練課程效果之評估。國立台灣師大教育心理學報，25
33. 創造力白皮書
34. 陳李綢(1986)。國中學生認知能力與創造力的關係研究。教育心理學報，19
35. 陳淑絹(1993)。創造性間題解決訓練課程對高中學生語文創造思考、科學能力及科學相關態度的影響。中華心理學刊，1
36. 陳龍安(1985)。啟發創造思考的策略。
37. 鍾聖校(1990)。對創造思考教學的省思。資優教育季刊，34
38. 饒見維(1999)。九年一貫課程研討會論文集(下):邁向課程新紀元。

1. 蔡長艷、洪榮昭、洪久賢、林麗娟(2007)。影響教師創意教學因素之研究—以綜合活動領域為例。師大學報：教育類，52(2)，49-71。
2. 靳知勤(2013)。大學生對科學寫作態度與相關能力知覺之研究－科學寫作課程的影響。課程與教學，16(2)，89-114。
3. (2011)。美塔學－一個統合後設認知與創造力的創新理論構想。教育資料與研究，100，75-98。