水平思考教學方案對國小資優班學生創造力之研究

The Studies of lateral thinking teaching programs on creativity for Elementary GiftedStudents

本研究旨在探討水平思考教學方案對國小資優班學生創造力的影響。本研究採用「前後測準實驗設計」，選取新北市某所國小高年級資優班學生為對象，實驗組與控制組各12名，進行為期10週的實驗教學。研究工具為「陶倫斯創造力思考測驗」、「威廉斯創造性傾向量表」、「水平思考教學學生回饋表」及「教師教學日誌」。所得資料以獨立樣本共變數分析與質性資料分析進行處理。根據研究結果，獲得下列幾項主要的發現：1.水平思考教學方案可以提升國小資優班學生創造力之流暢力、獨創力及變通力。2.水平思考教學方案無法有效提升國小資優班學生創造傾向之冒險性、挑戰性、好奇心和想像力。3.水平思考教學方案獲得多數實驗組學生的肯定，對本方案持正向態度，且認為有助於增進創造力。

This study aimed to explore the impact of Lateral Thinking Teaching Program on the creativity of the elementary school students in gifted classes. This study adopted the Pretest and Posttest Quasi-experimental Design. The high-grade elementary school students in a gifted class in New Taipei City were selected as the study objects. There were 12 students in the experimental group and control group respectively. 10-week experimental teaching program was carried out. The study tool utilized Torrance Tests of Creative Thinking, Creativity Assessment Packet, Student's Feedback Form for the Lateral Thinking Teaching Program and Teaching Journals. Analysis's of Covariance for Independent Samples and Qualitative Data were performed on the data collected. Based on the results of the study, the main findings are listed as below: 1. The Lateral Thinking Teaching Program could upgrade the fluency, originality and flexibility of the creativity for the elementary school students in gifted class. 2. The Lateral Thinking Teaching Program couldn't effectively improve the adventure, challenging, curiosity and imagination of the creative tendency for the elementary school students in gifted class. 3. The Lateral Thinking Teaching Program was recognized by most students in the experimental group. They possessed a positive attitude to the program and thought it was helpful to enhance the creativity.