科技創造力與七大學習領域學業成就之探討

Investigation of Technological Creativity and Academic Achievements of Seven Learning Areas

10.29495/CITE.200411.0087

李鵑

科技創造力 ； 創造力 ； 七大學習領域 ； 學業成就 ； Technological Creativity ； Creativity ； Seven Learning Areas ； Academic Achievement

科技教育課程改革與發展學術研討會論文集

2004期（2004 / 11 / 01）

87 - 91

繁體中文

近年來教育部積極推動創造力教育，尤其現今的九年一貫教育政策更是以培養創造力爲核心，所以在科技與資訊發達的今日，如何提昇科技的創造能力成爲創造力研究的重要課題。本研究的主要目的在於瞭解國小學童科技創造力的現況、性別與科技創造力的關係；並全面性的探討七大學習領域的學業成就與科技創造力的關係。研究對象是來自高雄市某小學五年級的學童，共計153位。本研究的結果顯示：（一）科技創造力與七大學習領域的學業成就有顯著的正相關，相關程度依序爲「語文」、「數學」、「社會」、「自然與生活科技」、「綜合」、「藝術與人文」及「健康與體育」學習領域；（二）男、女學童在科技創造力的表現上沒有顯著的差異。

In recent years, the Ministry of Education has been proactively pushing forward the creativity education. The new grade 1-9 curriculum especially focuses on seven major learning areas which are mainly for the purpose of developing creativity. Hence, with highly developed information technology, how to improve technological creativity becomes a critical issue of further creativity study. The goals of this study include: discussing the relationship between gender and technology creativity and the relationship between academic achievement and technological creativity with seven learning areas. Statistic data are sampling from the 5 graders of one elementary school in Kaohsiung in total of 153. The results are itemized as follows: (一) Technological creativity is significantly correlation to the academic achievement of seven learning areas, and they are ranked as Language Arts, Mathematics, Social Studies, Science and Technology; Integrative Activities, Arts and Humanities, Health and Physical Education learning areas. (二) There are not significant differences in terms of technological creativity between boys and girls.