微旅行對非設計背景學生創造力歷程之行動研究

An Action Research For The Influence Of Micro-Travel On The Non-Design Background Students' Creativity

本研究以中部某科技大學通識教育──「創造與生活」課程修課學生為研究對象，為了解課程引導過程中對學生創造思考影響，研究時間為期一年半，三個學期共計三個班級140人參與；研究者本身為設計系專任教師，藉由通識教育課程中非設計背景學生的參與，以行動研究方式探討課程引導在創造思考方向，結合微旅行導入課程，藉由課程學習單、小組討論、心智圖、腦力激盪……等記錄，了解學生在實作過程中的思考歷程，為維持行動研究的客觀性，安排12位不同領域的守門人，協助課程中的討論、評估及反思，逐年依反饋訊息調整課程中的引導方式。研究發現：（1）學習成果不等於學習歷程，以C班為例，課程的引導遠不及工作所帶來的刺激，因為實務經驗豐富，能加強實用性的思考，但無法突破獨創性的問題。（2）學習歷程能說明學生的發想過程是受到什麼樣的影響，以本研究為例，微旅行對A班的影響最為明顯，主要在於沒有過去經驗能作為參考，僅能藉由課程的引導慢慢找到方向，讓思維不受限於過去的經驗及認知，而能有更多元的想法和組合。（3）行動研究使實務教學的問題更具體，每一次操作及成果都能帶來實質的回饋，經由個案的討論及學生、守門人的反饋，以掌握引導學生思維的關鍵。 This study focuses on a general education course, “Creation and Life,” in a University of Technology. The students are from non-design related departments, and do not have design-related majors and abilities. The duration of research time is one and a half years. There are 140 students in three classes in three semesters. The researchers themselves are full-time teachers of the design department. Through the participation of students from non-design backgrounds in the general education curriculum, they explore the way of action research. The course guides the direction of creative thinking. It combined with current micro-travel, course study sheets, group discussions, mental maps, brainstorming, etc. to understand the students' thinking process in the process of implementation. The results are: 1. The learning outcome is not equal to the learning process. 2. the learning process can explain how the student's thought process is affected. 3. Action research makes the problem of practical teaching more specific.