| Summary: | 碩士 === 國立彰化師範大學 === 工業教育學系在職進修專班 === 91 === Abstract
The purpose of this study was to investigate the learning effects of digital-logic practice course with creative-thinking teaching method for the students in vocational high school. The study tools used included pretest of course, posttest of course, newly creative-thinking tests and Williams creative-thinking ability tests.
Two classes in National Dong Shyh Industrial Vocational High School were chosen 75 students to participate in this study for 27 hours, nine weeks. Class A was experiment group and Class B was control group. Before the study, both groups were given a pretest in order to understand the differences on basic professional ability between these two groups and then accepted Williams creative-thinking ability tests. During the process of this study, control group was taught with traditional teaching method while experiment group was given creative-thinking strategy teaching method. Nine weeks later, both groups were given posttest after the course, newly creative-thinking tests, and Williams creative-thinking ability tests. The conclusions and suggestions were listed as follow.
1.There was no significant difference between students’ learning achievement and creative-thinking ability.
2.Creative-thinking teaching method obtained to improve the learning effects on digital-logic course.
3.After using creative-thinking teaching method, we found that experiment group has better effects than control group on fluency, opening, flexibility and headline of Williams creative-thinking ability.
4.There was no significant difference between experiment group and control group on Williams creative-tendency ability after creative thinking teaching.
5.There was no significant difference between experiment group and control group on Newly creative-thinking tests after creative thinking teaching.
Keywords：creative-thinking, digital logic,
teaching achievement.
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