創造力教學之行動研究：以幼兒藝術課程為例

An Action Research of Teaching for Creativity: The Example of Children's Art Curriculum

本研究之目的旨在研擬可行的創造力教學行動方案，檢視與反思教師創造力教學歷程及學生學習經驗，期待研究結果有助於提昇教師自身創造力教學之專業能力。為達上述目的，本研究採用「行動研究法」進行研究。研究對象除筆者扮演「教師即研究者」的角色外，還包括選修幼兒藝術課程的學生21 位及教學助理1 位。本研究之步驟與流程包含評估師生現況與問題；研擬可行的行動方案；評估與修正方案；採取行動與研究策略。本研究資料蒐集期間為96 年9 月至97 年1 月，共計4 個月。資料蒐集方法包括──「參與觀察」、「訪談」、「教學省思」與「文件分析」等，根據所蒐集到的觀察紀錄、回饋單、教學助理日誌、教學省思日誌、學習檔案會議紀錄、學習檔案心得報告、以及學習檔案試教建議等進行編碼與分析工作。本研究發現，當「創造力」成為師生「生活」與「思維」的一部份，我們與「創造力」之間的距離就更接近了。最後本研究從創造力教學研究成果、及其修正等提出結論與省思。

The purpose of this study are to design a program to motivate students’ creativity, to record and reflect the teacher’ s instructions of creativity, and evaluate the students’ learning experiences with the expectation. The research method of this study was conducted with “documentary analysis” to design the content of the teaching program “The Instructions and Activities for Creativity to Young Children”, and conducted in the way of “Action Research”. The participants of this study are 23 in total, including the researcher, 21 students who took this course and one teaching assistant. The procedure and the process of this study are as following: first, to evaluate the teacher’s and student teachers’ present situations and problems; second, to design the feasible action program; third, to estimate and modify the action program; finally, to carry out the action program and the research strategy. The time of data collections began from September, 2007 to January, 2008, totally in four months. Thoroughly, the researcher would use “participate observation”, “interview”, “teaching reflection” and “the document analysis” etc. to collected data. This study found out that when the creativity become one part of living and thinking process both to the teachers and the students, the distance between human beings and creativity would become much closer.