| Summary: | 碩士 === 國立屏東師範學院 === 國民教育研究所 === 91 === The purpose of the study is not only to discuss the influence of creative child poetry on, but also discuss the influence of experiments and gender on fourth grade students’ creativity. The study uses the quasi-experiment of unequal controlling group design. The sample was collected from the fourth grade students in two classes of an elementary school in Taiping city. The experimental group was randomly assigned from one of them, 37 students; the other one was control group, 35 students. The experimental group received 20-session experimental teaching for ten weeks; however, the control group received the general teaching. I used the Williams’s Creativity Assessment Packet（CAP） as the research instrument. In the statistic analysis, “ group” and “gender” are the independent variables, the pretest scores on CAP are the covariance, and the posttest scores are the dependent variable.
Results
1.Cognitive Affective Interaction Model（CAI） applies to the child poetry teaching for the fourth grade students.
2.Creative child poetry teaching increases the fourth grade students’ scores on Creativity Assessment Packet（CAP）.
The scores on “openness”, “elaboration” and “headline” between experimental and control groups show significant difference. Though their performance on ”fluency”, “flexibility” and “originality” between two groups don’t represent significant difference, the mean of the posttest scores on the experimental group is higher than the control group. The study shows the experimental group makes progress on “”fluency”, “flexibility” and “originality ”, but the range is too small to signify the difference.
3.Creative child poetry teaching has no significant effect to increase the fourth grade students’ scores on Creativity Assessment Packet（CAP）.
The scores on “risk-taking” between experimental and control groups make significant difference, which represents the experimental group make significant progress on “risk-taking”, but there is no significant difference on “curiosity” and “imagination” between two groups. However, the means of posttest scores on two items in the experimental group are slightly higher than the control group but without significant difference. There is no significant difference on item ” challengeing” between two groups, but the mean of experimental group is slightly lower than the control group.
4.There is no significant correlation between experiment difference and gender difference on the scores of Creativity Assessment Packet（CAP） .
Creative child poetry teaching helps to increase the students’ score of experimental group on Creativity Assessment Packet（CAP）, but there is no significant difference between genders.
5. There is no significant correlation between experiment difference and gender difference on the scores of Creativity Assessment Packet（CAP）.
Experimental teaching and gender don’t affect the students’ scores on Creativity Assessment Packet（CAP）.
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