A Study for Learning Effectiveness of " Logic Design" Pactical Course with Creative think Teaching Strategy on Vocational High School .

• Main Authors: Kuei Hsu - Hsu, 許貴序
• Other Authors: Yang Ming Kung
• Format: Others
• Language: zh-TW
• Published: 2002
• Online Access: http://ndltd.ncl.edu.tw/handle/27947679888658791720

碩士 === 國立彰化師範大學 === 工業教育學系在職進修專班 === 90 === Abstract The purpose of this study was to investigate the learning effectiveness of“ Logic Design ”practical course with creative think teaching strategy for vocational high school students in division of electrical engineering﹒ Nonequivalent pretest—posttest control group design was used for the study﹐The experimental group was taught through creative think teaching strategy﹐while the control group was taught through traditional teaching strategy. Two groups of students participated in this study for twelve weeks﹐and the instruments consisted of a pretest and a posttest﹒The tools of posttest included digital circule basic test﹑multifactor aptitude﹑Williams creative thinking ability﹑divergent feeling test﹑academic effect and classroom learning climate tests﹒ The findings and conclusions were listed as follows: 1.The academic effect tests of“Logic Design” practical course in the experimental group were better than the control group. 2.The attitude toward of intelligence test is non- interaction effect between two groups. 3.The creative thinking teaching strategy were significantly differences between originality and elaboration in creative thinking ability . 4.The creative thinking teaching strategy were significantly differences between imagiation and complexity in creative thinking divergent Feeling . 5.The creative thinking teaching strategy were significantly differences between teacher student and classroom climate in classroom learning climate . 6.The creative think teaching strategy is worth in teaching "Digital Logic" practical course.