政大機構典藏-National Chengchi University Institutional Repository(NCCUR):Item 140.119/114413
English  |  正體中文  |  简体中文  |  Post-Print筆數 : 27 |  全文笔数/总笔数 : 109951/140892 (78%)
造访人次 : 46220960      在线人数 : 749
RC Version 6.0 © Powered By DSPACE, MIT. Enhanced by NTU Library IR team.
搜寻范围 查询小技巧：
  • 您可在西文检索词汇前后加上"双引号"，以获取较精准的检索结果
  • 若欲以作者姓名搜寻，建议至进阶搜寻限定作者字段，可获得较完整数据
    •  进阶搜寻


    请使用永久网址来引用或连结此文件: https://nccur.lib.nccu.edu.tw/handle/140.119/114413


    题名: 認知模式創意問題解決之電腦輔助教學課程：年級與智能之學習差異
    Effects of Training in Creative Problem Solving with a Cognitive Processing Model: The Influence of Grades and Intelligence
    作者: 許瑛珍
    关键词: 創意問題解決;電腦輔助教學;認知歷程
    creative problem solving;computer assisted instruction;cognitive process
    日期: 2016-12
    上传时间: 2017-11-06 16:34:12 (UTC+8)
    摘要: 本研究的主要目的是在驗證以自編的電腦輔助課程進行創造力訓練之可行性。課程是以創意思考解題的認知歷程為架構，從釐清問題、搜尋主意、評價解答到付諸行動的逐程塑造，以訓練每個階段所需的認知技能，涵養所需的情意特質。為了解課程的學習困難度與適用年級，自變項為智能和年級；研究對象為國小三、四年級資優生和普通生，合計共176名學生。學習成效的檢視是利用前後測設計；評量工具包括陶倫斯創造思考測驗（TTCT） 的語文版與威廉斯創造力測驗（WCAP）的創造性傾向量表，分別用以評量創造力的認知與情意成分。並利用一份自編問卷以了解參與的學生對於參加此課程的主觀感受。研究結果顯示，本課程確實可增進創造力的認知能力；但對情意特質的影響，短期間尚看不出效果。就學習成效來看，年級與智能高低並不會帶來學習成效差異；然而，就課程意義的感受與興趣，一般生比資優生佳，三年級又比四年級好。創造力「四年驟降現象」只出現在資優生，一般生並無該現象。本研究結果顯示，以電腦輔助教學增進創造力的可行性；並建議三年級開始學習本CPS課程會比四年級適合。
    The primary purpose in this research was to explore the effect of applying an innovative computer-assisted instruction of creative problem solving (CPS) program to promote students’ creativity. The framework of this CPS program was based on a cognitive processing model which contained defining the problem, generating ideas, evaluating resolution, and implementing action. A sum of 176 gifted and regular students of 3rd-grade and 4th-grade participated in this research for verifing the role of grades and intellect in learning the CPS program. A pretest-posttest design was conducted to evaluate the effectiveness of the CPS program. Divergent thinking was measured using the verbal form of the Torrance Tests of Creative Thinking (TTCT), and affect was measured using the Test of Divergent Feeling of the Williams Creativity Assessment Packet (WCAP). In addition, a questionary was used to collect the participants’ subjective experience of attending the CPS program. The results revealed promotive learning effects on cognitive, although not on affective, components of creativity ability. Both the grades and intellects have no significant difference on the learning efficiency. However, for the feeling of interesting and useful, grade three students are better than grade four students and regular students better than gifted students. There is a forth-grade slump for learning the CPS program in gifted students, but not in regular students. The study reveal the feasibility of using computer-assisted instruction to promote students’ creativity. An early training with this CPS program for both regular and gifted students was suggested.
    關聯: 教育與心理研究, 39(4), 61-86
    数据类型: article
    DOI 連結: http://dx.doi.org/10.3966/102498852016123904003
    DOI: 10.3966/102498852016123904003
    显示于类别:[教育與心理研究 TSSCI] 期刊論文

    文件中的档案:

    档案 描述 大小格式浏览次数
    39(4)61-86.pdf15351KbAdobe PDF2476检视/开启


    在政大典藏中所有的数据项都受到原著作权保护.


    社群 sharing

    著作權政策宣告 Copyright Announcement
    1.本網站之數位內容為國立政治大學所收錄之機構典藏，無償提供學術研究與公眾教育等公益性使用，惟仍請適度，合理使用本網站之內容，以尊重著作權人之權益。商業上之利用，則請先取得著作權人之授權。
    The digital content of this website is part of National Chengchi University Institutional Repository. It provides free access to academic research and public education for non-commercial use. Please utilize it in a proper and reasonable manner and respect the rights of copyright owners. For commercial use, please obtain authorization from the copyright owner in advance.

    2.本網站之製作，已盡力防止侵害著作權人之權益，如仍發現本網站之數位內容有侵害著作權人權益情事者，請權利人通知本網站維護人員(nccur@nccu.edu.tw)，維護人員將立即採取移除該數位著作等補救措施。
    NCCU Institutional Repository is made to protect the interests of copyright owners. If you believe that any material on the website infringes copyright, please contact our staff(nccur@nccu.edu.tw). We will remove the work from the repository and investigate your claim.
    DSpace Software Copyright © 2002-2004  MIT &  Hewlett-Packard  /   Enhanced by   NTU Library IR team Copyright ©   - 回馈