創造性問題解決教學方案對資優學生創造力及問題解決能力影響之研究

A Study on the Effects of the Creative Problem Solving Training Courses on Improving Creativity and Problem Solving Ability of Elementary Gifted Students

本研究旨在根據Treffinger, Isaksen, & Dorval (2000)的創造性問題解決模式編擬一套適合高年級資優生的創造思考訓練課程，並經由9次的實驗教學後，探討此課程對增進國小資優生創造力及問題解決能力之成效。研究採不等組前後測實驗設計，以立意取樣方式選取參加區域性資賦優異教育方案之8所34名資優學生為實驗組，同時以兩所國小的34位資優學生為控制組。主要研究工具為「新編創造思考測驗」與「問題解決測驗」，所得資料以單因子共變數分析進行假設考驗。根據研究結果，本研究之主要發現如下：一、實驗組在新編創造思考測驗之改變情形：實驗組在圖形「流暢力」、「變通力」、「獨創力」、「精進力」及語文「流暢力」、「變通力」、「獨創力」之得分顯著優於控制組；因此，本訓練課程對國小資優生創造力之訓練成效頗佳。二、實驗組在問題解決測驗之改變情形：實驗組在「問題解決測驗」總分之得分顯著優於控制組；分測驗中，「解釋推論」及「決定解決方法」得分之差異顯著優於控制組，而分測驗「猜測原因」、「逆向原因猜測」及「預防問題」則未能顯著優於控制組；因此，本訓練課程對國小資優生問題解決能力之訓練成效頗佳。三、在教學回請問卷方面，此課程受到多數學生的肯定與喜愛。

The main purposes of this study were to design a creative thinking training course for 5th and 6th grade gifted students bases on Treffinger, Isaksen, & Droval (2000) ”Creative Problem Solving” method, and to investigate the impacts of nine-time training course on creativity and problem solving ability of gifted students in the elementary school. A nonequivalent pretest-posttest experimental design was employed. The experimental group consisted of 34 studnents from eight elementary schools attended the cross districts gifted program. The control group consisted of 34 studnents from two Taipei Municipal elementary schools. The instruments are the New Creativity Test and the Test of Problem Solving (TOPS). The data were analyzed by one-way ANCOVA. The major finding of this study were concluded as follows: 1. The assessment results of t the New Creativity Test: The performances of the experimental group were significantly better than those of the control group in figure fluency, flexibility, originality, elaboration and in verbal fluency, flexibility, originality.