創造性思考教學對國小五年級學童動作技能與創造力之影響

The Effects of Creative Thinking Insturction on Movement Skills and Creativity of Fifth Grade Students

10.6695/AUES.200705_96.0018

鄧瑞儀(Jui-Yi Teng)；周建智(Chien-Chih Chou)；曾雄豪(Shyong-Haur Tzeng)；王文宜(Wen-Yi Wang)

高層次思考教學 ； 國小體育 ； 心理動作 ； high-order thinking instruction ； PE in elementary school ； psycho-motor

大專體育學術專刊

96年度（2007 / 05 / 01）

111 - 116

繁體中文

The purposes of this study were movement skills and creative thinking between experimental and control groups were compared after an intervention of creative thinking instruction. This study was quasi-experimental design. The instrument of creative thinking was used the Creativity Assessment Packet including tests of The Cognitive Factors of Creativity and The Affective Factors of Creativity. The instrument of movement skills Basic Movement Ability Test- Revised. Thirty-three 5th grade students on the experimental group and thirty-one 5th grade students on the control group participated in this study in Nei-hu Elementary School, Taipei. The experimental group received an intervention of creative thinking instruction. The control group conducted their typical physical education program. The students of both groups completed the two instruments in the pre-test and post-test. The data analysis included descriptive statistic, sampling paired t-test, and independent t-test. The results of this study were as following: 1. There was no significant difference between the experimental group and the control group on the comparison of movement skills learning (t=1.29, p＞.05) on the post-test. 2. The students in the experimental group had significantly higher scores than the control students on glasnost, originality, elaboration, headline of cognitive factors of creativity on the post-test(t=2.56, 2.96, 2.86, 3.27, 3.53, p ＜ .05). 3. The students in the experimental group had significantly higher scores than the control students on imagination and challenge of affective factors of creativity on the post-test (t=2.56, 2.96, 2.86, 3.27, 3.53, p ＜ .05).

The purposes of this study were movement skills and creative thinking between experimental and control groups were compared after an intervention of creative thinking instruction. This study was quasi-experimental design. The instrument of creative thinking was used the Creativity Assessment Packet including tests of The Cognitive Factors of Creativity and The Affective Factors of Creativity. The instrument of movement skills Basic Movement Ability Test- Revised. Thirty-three 5th grade students on the experimental group and thirty-one 5th grade students on the control group participated in this study in Nei-hu Elementary School, Taipei. The experimental group received an intervention of creative thinking instruction. The control group conducted their typical physical education program. The students of both groups completed the two instruments in the pre-test and post-test. The data analysis included descriptive statistic, sampling paired t-test, and independent t-test. The results of this study were as following: 1. There was no significant difference between the experimental group and the control group on the comparison of movement skills learning (t=1.29, p＞.05) on the post-test. 2. The students in the experimental group had significantly higher scores than the control students on glasnost, originality, elaboration, headline of cognitive factors of creativity on the post-test(t=2.56, 2.96, 2.86, 3.27, 3.53, p ＜ .05). 3. The students in the experimental group had significantly higher scores than the control students on imagination and challenge of affective factors of creativity on the post-test (t=2.56, 2.96, 2.86, 3.27, 3.53, p ＜ .05).