敎師經由專業發展及敎學創新提升學生創造力經驗之探究一敘說取向

The Inquiry into Teachers’ Experience from Professional Development and Teaching Innovation to Enhancing Students’ Creativity: A Narrative Approach

本研究的主要目的是採取敘説探究和質性行動研究的方法，以檢視老師訓練學生 參加台灣一年一度的創造力比赛所實施的創造力教學而累積的專業發展、教學創信、 教學成效的經驗。位在台灣中部的一所高職已經在過去的三年當中連續獲得創造力比 赛的第三名，負責創造力教學的老師和幾位獲選參加創造力比赛的同學受邀參加本研 究。本研究的進行期程共計一年半，自2007年9月至2009年4月止。藉由教室觀察、師 生訪談、教學相關文件、現場文本、研究札記等資料收集與分析，我們期盼從創造力 教學的經驗中，可以改進並進一步發展提升學生的創造力的教學方法，以提供其他熱 衷於創造力教學的中學教師參考。因此，在如何提升學生的創造力以及促進教師專業 發展與教學創新的基礎下，本研究提出一些建議。

The purpose of this study， methodologically based on narrative inquiry and qualitative action research， is to scrutinize the experience from creativity instruction for students to attend the annual creativity competition in Taiwan to teachers’ professional development， teaching innovation， and teaching/learning outcomes. In this vocational high school near middle Taiwan， which has won the third place of that creativity competition for the past three years so far， several leading teachers and some students who are selected to join the school teams for the yearly creativity competition are invited to participate in this present study. The research has been conducted from September 2007 to April 2009， lasting for about one and half a year. By way of data collection and analysis from classroom observation， interviews with teacher and student participants， teaching-related documents， field notes and the research journal， we hope， from the experience of teaching for creativity， to improve the way to develop creativity instruction in order to enhance students’ creativity for the further reference of other high school teachers who are eager to explore or further their creativity instruction. Therefore， some suggestions are proposed on the basis of how to enhance students’ creativity and further teachers’ professional development and teaching innovation at the same time.