三種教學策略下國小學童創造力表現之研究

A Study of Learning Performance of Creative Thinking for Three Kinds of Teaching Methods Applied to Elementary Students

本研究以三種教學策略，探討國小中年級學童創造力表現。分別進行創意思考教學策略、講述式教學，以及教育型桌上遊戲教學。經研究倫理審查通過而執行。研究結果進行組內、兩組間以及三組等三大向度比較。組內比較發現創意思考螺旋教學策略之創造力情意有顯著進步，三組作品亦達顯著。兩組間比較發現創意思考螺旋教學策略與教育型桌上遊戲之想像力均顯著優於講述式教學。三組間比較教育型桌上遊戲教學之想像力顯著優於講述式教學，作品則無顯著差異。

The purpose of this study is to explore the creativity performance for three kinds of teaching methods applied to Grade 3-4 students. Including “Creative Thinking Spiral Teaching “， “Didactic Teaching” and “Educational Board Games Teaching”. Students are grouped by the teaching methods， then conducting experiments among the groups. The study obtains the research ethics approval prior to the experiments. The research result indicates “Thinking Spiral Teaching Strategies“ makes an significant improvement in creative affection from pre-test to post-test of. All of three groups also make a significant improvement in “Subject test”. Comparing two teaching methods in imagination each other， both of “Creative Thinking Spiral Teaching Strategies” and “Educational Board Games Teaching Group” are better than “Didactic Teaching Group” in the learning performance of imagination. Comparing three groups in imagination one another， “Educational Board Games Teaching Group” are better than “Didactic Teaching Group “in the learning performance of imagination. “Didactic Teaching Group” shows a better learning performance than “Educational Board Games Teaching Group” in students works.