國中數理資優生之創意認知模式個案研究－以北縣永和國中資優生參加2009青少年科技創作競賽活動為例

Junior Gifted Students of the Mathematical Model of Creative Cognition Case Study-taipei County Yonghe Junior Gifted Young People to Participate in 2009, for Example Scientific and Technological Creativity Contest

10.29495/CITE.201006.0058

張玉山；高靖岳

科技競賽活動 ； 創作競賽 ； 實做能力 ； 科技創意認知模式 ； technology competitions ； creative contests ； and technological creativity Cognitive Model

科技教育課程改革與發展學術研討會論文集

2010期（2010 / 06 / 01）

58 - 71

繁體中文

創意產出必須藉由創意認知，才能有具體呈現；個體的創造力也必須透過創意認知，也才得以展現其效果，足見創意認知的重要性。 本研究藉由研究者指導國中數理資優生參加青少年科技創作競賽，觀察國中數理資優生面對機構問題情境（機構競速、翻滾、扭力）所表現之創造認知歷程，並由參與式觀察(participant observation)，記錄學生活動中的討論、師生問答、及搜尋資料等活動過程，並以「創意認知模式」為理論基礎及理論架構，分析學生創意思維的運作。在指導過程中，研究者採用合作學習的方式，提供學生適量的資訊，以學生為中心的實作(hands-on)課程為訓練的設計核心，給予條件限制（光滑、不規則平面等），訓練學生探究問題、主動思考並解決問題的能力。 本研究所蒐集資料包括觀察紀錄、攝影照片、學生設計圖稿、及練習作品，經分析後發現，學生透過實作將機械相關原理概念類推應用（例如由火車輪軸類化到競賽機構物）且收錄心理意象（曲柄與連桿之運作），外在資訊（網路資料蒐集、教師示範與討論）有助於學生形成機械原理與加工技術之頓悟及抽象概念形成。透過實作經驗的累積（工具使用、材料加工、組裝程序），有助於學生在競賽活動中競賽表現與創意生成(Idea generation)。此外，透過競賽，能激發資優生的學習興趣與工作態度，此將間接有益於創意認知的運作。

Creative output must depend on creative cognition, in order to have a specific show; individual creativity must also be awareness through creativity, but also was able to demonstrate its effect, evident the importance of creative cognition. This study by researchers in mathematics and science to guide the country to participate in gifted and talented students of science writing competition, observer States, gifted mathematical problem situation faced by institutions (institutional racing, rolling, torque) the performance of the cognitive processes created by the participatory observation (participant observation), records of student activities in the discussions, teacher-student question and answer, and search information such as an active process, and to ”creative cognition model” as the theoretical basis and theoretical framework to analyze the operation of the creative thinking of students. In guiding the process, researchers use cooperative learning approach to provide students with an appropriate amount of information to student-centered implementation (hands-on) the design of the core curriculum for training given conditions (smooth, irregular plane, etc.), Training students to explore issues, take the initiative to think and problem-solving ability. Observed in this study to collect information, including records, photographs, students design artwork, and the practice works, following an analysis found that the students through hands-on mechanical analogy the relevant principles of the concept of applications (for example, by the train axle class of the race, body material) and the Indexed mental image (the operation of the crank and connecting rod), the external information (network data collection, teacher demonstration and discussion) can help students form a mechanical principle and processing technology of the formation of insight and abstraction. Through hands-on experience we have accumulated (tools, material processing, assembly procedures), can help students in the contest in the race performance and creativity generated (Idea generation). In addition, through competition, can stimulate gifted students interest in learning and working attitude, this will indirectly benefit the cognitive functioning of creative.