後設認知導向之創造思考模式在教學之應用

Application of Creative Thinking Model Based on Metacognitive Theory in Teaching

讓學生具有創意的思維及問題解決的能力，可以說是當前教育所強調的重點。 目前，「培養中小學生的創造力」之相關實證研究雖然受到重視，但推行成果卻未達到預期標準。教師本身在實際教學上缺乏教學創造力可說是框限學生原創力思考的一大因素。改善教師的心智模式，使其具有反思之後設認知技能，可以說是在提昇師生創造思維上，提供另一參照脈絡。據此，本研究以台北市一所中型國民小學教師為對象，生活領域課成為內容，採行動研究之方式，藉由觀察、後設對話導向之深度晤談，焦點訪談來探究教師如何運用自我計劃、自我選擇、自我覺知、自我監控、即自我修正等後設認知技能於創思教學策略的發展，並進一步檢視，經過此歷程所建出的以創造性問題解決為導向的教學模式，其實施成效為何，並提出修正建議，以作為這一波創新教學人力品質提昇之參考。

Improving students’ ability of creative thinking and problem solving is the main focus stressed in today’s education. Currently， the experimental researches related to the topic of 「Cultivating the creativity of the Junior High and Elementary school students」have been taken into serious attention; however， the result of the execution has yet reached the expected level. The lack of creativity in teaching is one of the major factors restricting the creative thinking of students. Changing teachers’ mental structure to construct them with the ability of reflective thinking of the metacognitive skills provides a thread enhancing the level of creative thinking for teachers and students. Based upon the above， this study will use the teachers of Lung-An Elementary School， Taipei as our subjects， and be carried out by adopting the method of action research. The study will use participant-observer style、 metacognitive dialogue oriented in-depth interview、focus group、and document analysis to investigate how teachers to use the metacognitive skills， such as self-planning 、self-selecting 、self-awareness 、 self-monitoring、and self-tuning， on the development of their creative teaching strategy. Furthermore， the study will examine the effect of executing the problem solving oriented teaching model constructed by going through the above procedures， then using this to put forward an amended proposition as a reference for the program of improving the quality of creative teaching manpower.