提升三創類通識課程學習成效之教學歷程探討－－以「生活創意發想與實作」為例

Discussion on the Instructional Process to Improve Learning Efficiency for General Education–Using the Course“Creative Ideas and Implementation in Daily Life”as an Example

本研究旨在歸納開授「生活創意發想與實作」通識課程之教學歷程，透過不斷地行動與調整，建構創新的教學歷程，以提升學習成效與教學產出。在開授的五學期期間，以教育行動研究的精神為基，採取規劃、執行、省思、修正行動方案與再執行的歷程。教學模式主要援引Parnes（1967）提出的「創意解難」（CPS）教學模式，透過設計教學活動，基於醫事健康的學校特色，引導學生進行生活用品與橘色科技的發想與創作。研究者並將教學產出充分擴展延伸，指導學生團隊獲得國際發明展金牌獎、教育部實務專題競賽前三名等佳績，並有專利和技術轉移等具體產出。

This study aims to summarize the instructional process for the general education course“creative ideas and implementation in daily life,”which has been taught for five terms hitherto. The ultimate goal of this study is to improve learning efficiency and teaching output via consistent action, adjustment and creation of the new instructional process. In the five terms in which the course was delivered, the spirit of education action research remained the basis of a process that involved planning, execution, reflection, correction, and re-execution. The teaching model mainly modified the creative problem solving (CPS) model proposed by Parnes (1967). The teaching focus is on medical health, which is a characteristic of the school, and students are guided to create and develop ideas in terms of orange technology and daily needs. Researchers have completely extended the course’s teaching output by guiding student teams to earn the honor of a gold medal at an international innovation fair and rank among the top three in an application-based project competition by the Ministry of Education of the People’s Republic of China (MOE), in addition to obtain patents and technology transfers.