國小生活科技課程實施創造性問題解決教學之研究

A Study of the Effects of Creative Problem Solving Teaching on Technology Education in Primary Schools

10.29495/CITE.200612.0182

謝士英；林美嬌；張宜芬

生活科技 ； 資優生 ； 創造力 ； 問題解決能力 ； 創造性問題解決CPS ； living technology ； gifted students ； creativity ； problem-solving ability ； creative problem solving CPS

科技教育課程改革與發展學術研討會論文集

2005期（2006 / 12 / 01）

182 - 190

繁體中文

本研究在探討生活科技CPS教學對學生創造力、問題解決能力之影響及學生之學習反應。本研究採取準實驗研究中之不相等控制組之設計，以國小五年級、三年級資優班及五年級普通班學生爲實驗對象，以新編創造思考測驗、問題解決量表及學習反應調查問卷爲研究工具。進行爲期十八週，每週一節的CPS教學。研究結論如下：一、創造力方面：在資優班學生有顯著進步；普通班實驗組學生之語文流暢力、獨創力、圖形獨創力顯著優於控制組；五年級資優班學生之圖形精進力顯著優於普通班學生；資優班五年級學生之圖形精進力顯著優於三年級學生。其餘各項班級之間則無顯著差異。二、在問題解決能力方面：資優班學生及實驗組各班之間無顯著差異。三、在學習反應：實驗組各班學生對CPS教學呈現正向反應。

The main purpose of this study was to explore the effects of creative problem solving (CPS) teaching on the students' creativity and problem-solving ability, furthermore, to discuss the students' learning reactions to this teaching method. In this study, the 5th grade normal students, the 5th grade and the 3rd gifted students were chosen to progress the nonequivalent-control group design experiment. Besides, the ”New Creativity Test”, ”Problem Solving Inventory” and ”Questionnaire of Learning Feedback” were used as research tools. During 18 weeks, the subjects had received one class of the CPS teaching per week. The following conclusions were made: (1) With regard to the creativity, the gifted students made significant progress; the experimental group of the normal students was significantly superior to the control group of them in language's fluency and originality, and in figures' originality; the 5th grade gifted students were significantly superior to the normal students in the elaboration of figural creativity; the 5th grade gifted students were significantly superior to the 3rd grade students in the elaboration of figural creativity. On the other aspects, there was no significant difference between the classes. (2) In regard to the problem solving ability, there was no significant difference between the gifted students and the experimental classes. (3) With regard to the learning studying reactions, all students in the experimental classes had positive reactions to the CPS teaching.