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| Title: | 繪本創作融入美感教學對於國小學生創造力之影響
The Influence of Integrating Picture Book Creation into Aesthetic Teaching on the Creativity of Elementary School Students |
| Authors: | 吳香緗
Wu, Hsiang-Hsiang |
| Contributors: | 林巧敏
Lin, Chiao-Min
吳香緗
Wu, Hsiang-Hsiang |
| Keywords: | 繪本創作
創造力
美感教學
視覺藝術創作
Picture book creation
Creativity
Aaesthetics education
Visual art creation |
| Date: | 2023 |
| Issue Date: | 2023-07-06 16:22:07 (UTC+8) |
| Abstract: | 本研究的目的在探討繪本創作融入美感教學對於國小學生創造力學習的影響。研究採兩組前-中-後測的準實驗研究法，以45名國小六年級學生為研究對象，於藝術與人文課程實施為期八週的課程研究，分別為四週的「一般藝術與人文課程教學」以及四週的「繪本創作融入美感教學」。
本研究以「陶倫斯創造思考測驗圖形版」進行創造力測試分數，比較前中後測結果，瞭解學生創造力的改變；並輔以課後訪談瞭解學生對於「一般藝術與人文課程教學」和「繪本創作融入美感教學」兩種不同教學方式的感受與看法；進而透過「視覺藝術創作展現評析表」的前中後測分數進行獨立樣本t檢定(independent sample t-test)，瞭解學生在藝術領域中創作表現。綜合結果，本研究結論如下：
一、在進行「一般藝術與人文課程教學」後，學生在陶倫斯創造思考測驗的平均得分降低，前後測分數未達顯著差異；在進行「繪本創作融入美感教學」後，學生在陶倫斯創造思考測驗的平均得分提高，前後測分數亦達顯著差異。
二、「繪本創作融入美感教學」課程內容難度稍難，但進步感受也較多，且多數學生最後以「繪本創作融入美感教學」作為最喜歡的選擇。
三、「一般藝術與人文課程教學」在生活中有良好的應用機會，「繪本創作融入美感教學」課程對於創造力有具體化的學習體驗，二項課程均帶給學生良好的學習歷程感受。
四、「一般藝術與人文課程教學」和「繪本創作融入美感教學」對於學生視覺藝術創作展現中的「色彩與元素」、「技法與表現」與「作品傳達」有相同的助益。
The purpose of this study is to investigate the effects of integrating picture book creation with aesthetic education on the creativity learning of elementary school students. A quasi-experimental research design with pre-test, mid-test, and post-test was adopted, and 45 sixth-grade elementary school students were recruited as participants. An eight-week curriculum study was conducted as part of the formal art and humanities courses, which included four weeks of "general art and humanities education" and four weeks of "integrating picture book creation with aesthetic education.
In this study, paired sample t-tests were used to examine the changes in students` creativity using the Torrance Tests of Creative Thinking Figural Form (TTCT-F) in pre-test, mid-test, and post-test. After the eight-week curriculum study, post-interviews were conducted to understand students` perceptions and opinions of the two different teaching methods, namely, general art and humanities education and integrating picture book creation with aesthetic education. In addition, independent sample t-tests were performed using the Visual Art Creation Exhibition and Evaluation form in pre-test, mid-test, and post-test to evaluate students` artistic performance. Based on the results, the conclusions of this study are as follows:
1.After the "general art and humanities education" curriculum, students` average score on the Torrance Tests of Creative Thinking decreased, but there was no significant difference in pre- and post-test scores. After the "integrating picture book creation with aesthetic education" curriculum, students` average score on the Torrance Tests of Creative Thinking increased significantly.
2.The "integrating picture book creation with aesthetic education" curriculum was slightly more challenging, but students reported feeling a greater sense of improvement, and most students chose it as their favorite option.
3.The "general art and humanities education" curriculum has good opportunities for application in daily life, while the "integrating picture book creation with aesthetic education" curriculum provides concrete learning experiences for creativity. Both curricula provided students with positive learning experiences.
4.Both "general art and humanities education" and "integrating picture book creation with aesthetic education" had similar benefits in students` visual art creation exhibition, including "color and elements," "techniques and expressions," and "conveying messages" |
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| Description: | 碩士
國立政治大學
圖書資訊學數位碩士在職專班
110913004 |
| Source URI: | http://thesis.lib.nccu.edu.tw/record/#G0110913004 |
| Data Type: | thesis |
| Appears in Collections: | [E-learning Master Program of Library and Information Studies] Theses
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