創意課程設計與教學實踐之研究

A Study of Creativity Instructional Design and Practice

10.6384/CIQ.200507.0055

沈翠蓮(Tsui-Lien Shen)

創意的發想與實踐 ； 創意教學設計 ； 教學實踐 ； creative thinking and practice ； creative teaching design ； teaching strategies

課程與教學

8卷3期（2005 / 07 / 01）

55 - 71

繁體中文

創造力是解構知識化為行動的重要歷程。本研究旨在探究研究者參與教育部九十二學年第一學期創造力教育中程發展計劃「創意的發想與實踐」課程，從輸入創意發想到輸出創意實踐，採取的教學設計與實踐行動，以及如何在課程中指導學生產生創意構想與行動，獲得二○○四年創造力教育博覽會全國創意課程觀摩總決賽冠軍的創造力教學歷程。本研究經過一學期的教學實驗，發現：（一）創意教學設計須掌握視、聽、言、行的多元具體原則；教學設計內容則以易於學、思、用、行等實踐性為主；教學實施架構則提出創意組織、創意發展、細部設計、測試與改進和競賽等五步驟模式。（二）教學實踐行動在教學準備方面，教師應多準備實例和輔助思考格式；在教學進行過程，教師宜掌握引起動機、提供教材內容、指導創造思考方法、進行創意表現討論、回饋與評鑑等五步驟，並多加變化教學方法。（三）創意教學成果作品展現，可歸納出師生對話有助於創意概念的澄清，創意的堅持須兼顧內外在動機，實作評量須融合創意的發想與實踐。本研究期望提供大學院校教師參與創意的發想與實踐課程，有更豐碩創意質與量的行動產物。

Creativity is an important process to change knowledge into action. This study aimed to explore the teaching process for creativity. From the input of creative thinking to the output of creative process, the researcher adopted specific teaching design and teaching practice, guided students to produce creative thinking and action, and won the championship of nation-wide creative education fair in 2004 held by the Ministry of Education. This study conducted teaching experiment for one semester, and the findings of this study are as follows. 1. Creative teaching design should dominate various concrete principles. The content of teaching design should be easy to practice. There is a model of five steps for the framework of teaching implementation. The five steps include creative organization, creative development, detail design, testing and improvement as well as competition. 2. On the aspect of teaching preparation, a teacher should prepare lots of examples and forms to improve creative thinking. On the aspect of teaching implementation, a teacher should grasp the five teaching steps and change teaching methods frequently. The five teaching steps are inducing motivation, providing teaching materials, guiding creative thinking methods, proceeding creative discussion as well as feedback and evaluation. 3. On the outcome of teaching creation, the discourse between the teacher and the students helps clarify creative concept. The maintenance of originality should emphasize both internal motivation and external motivation. Performance assessment should merge creative thinking and creative practice.

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