CPS與MI教學法對國小學童創造力之影響：以資訊科技融入兒童詩教學為例

10.29495/CITE.200707.0007

洪文東；陳軒孟；李忠屏

多元智慧 ； 創造思考 ； 創造性問題解決模式 ； 兒童詩教學 ； 資訊科技融入教學 ； Multiple intelligences ； Creative thinking ； Creative problem solving ； Teaching children's poetry ； Integrating technology into instruction

科技教育課程改革與發展學術研討會論文集

2006期（2007 / 07 / 01）

7 - 15

繁體中文

本研究以「創造性問題解決」(Creative Problem Solving, CPS)模式與「多元智慧」(Multiple Intelligences, MI)模式進行創造思考教學，並以資訊科技為媒介融入兒童詩教學，探討二種教學法對學生創造力之影響。 本研究以Williams的創造性思考測驗與創造性傾向量表為工具，以屏東縣某國小四年級兩班學童(n=40)為樣本，採準實驗研究處理，分別進行CPS 兒童詩教學與MI兒童詩教學，主要研究發現為： 一、在獨創力及冒險性方面，MI兒童詩教學顯著優於CPS兒童詩教學。 二、在精密性方面，CPS兒童詩教學顯著優於MI兒童詩教學。

This study took the creative-thinking instruction of the creative problem solving and the multiple intelligences. I integrated technology into children poetry teaching in order to understand how the creative problem solving teaching and the multiple iIntelligence can affect students' creativity. The instruments applied in this study include Williams Creativity Assessment and Creativity Tendency Scale. The subjects for the study included 4th grades. The treatment of this study was a quasi-experiment. One group was preceded with CPS and another group was preceded with MI instruction. The major findings were as follows: 1. The scores of the multiple intelligences instruction are superior to the creative problem-solving instruction in originality and risk-taking. 2. The scores of the creative problem-solving instruction are superior to the multiple intelligences instruction in elaboration.