A Study on the Creative Thinking Teaching and the Promotion Strategy in Primary Schools

• Main Authors: Fwu-hae Jenq, 鄭福海
• Other Authors: TSONG-GUEY KUO
• Format: Others
• Language: zh-TW
• Published: 2003
• Online Access: http://ndltd.ncl.edu.tw/handle/19968536734758024157

碩士 === 國立臺南大學 === 國民教育研究所教育行政碩士班 === 91 === The purposes of this study were to (a) develop a set of teaching activities aimed at developing the creative ability of primary school students, (b) investigate the effectiveness of the proposed activities in improving the creativity of these students, and (c) explore suitable strategies for promoting these types of activities in primary schools. The objects of this study were 74 selected students from two 6th-grade general classes at the Chung-hsueh primary school in Tainan city. One class, consisting of 38 students, served as the experimental group; while the second class of 36 students was taken to represent the control group. Over a period of 12 weeks, the experimental group was taught by using a series of creative thinking teaching materials, which had been edited by the current author, and which included 12 questions related to a “Thought of the Week”, and one “Creative Workshop”. Meanwhile, students within the control group continued to follow their usual schedule and were taught by using the original teaching methods. This study adopted the Torrance Tests of Creative Thinking, Figural Form A as the instrument. The data were processed by the following statistical methods: t-test, cognate analysis, and the one-factor analysis of convariance. The main conclusions drawn from the 12-week study were summarized as follows: 1. After the 12-week period of creative thinking teaching, the creative ability, elaboration, originality, fluency and flexibility of both groups showed a noticeable improvement. However, the general degree of improvement exhibited by the experimental group was markedly higher than that of the control group. 2. After 12 weeks, students in the experimental group demonstrated superior creative ability, elaboration, originality and flexibility characteristics than those in the control group. However, the degree of fluency noted for students in both groups was not obviously different. 3. No obvious difference between the creative abilities of male and female students existed; either before or after the 12-week study period. An analysis of the relevant published literature suggested that the promotion strategies for creative thinking teaching within schools might be summarized as follows: 1. Individual schools should establish a creative thinking teaching research and development team. 2. The cultivation of creative ability in students should be constructed in such a way that it is relevant to their daily lives in some way. 3. A pluralistic and democratic atmosphere should be constructed on the school campus. 4. The importance of the heuristic environment should be explicitly recognized. 5. The school management team should actively acknowledge the importance of creative ideas. According to the above conclusions, this study offered the following suggestions: 1. For the Teaching Aspects: 1. Primary schools should actively consider introducing creative teaching activities such as the “Thought of the Week” and “Creative Workshop” activities presented in this study. 2. Creative thinking teaching should be adopted as the school-based curriculum or the special features of the school. 3. A comprehensive, effective set of creative thinking teaching materials should be developed. 4. An environment should be facilitated which allows students from their earliest childhood to learn from their every action, including recreational activities, sport, art, etc., so that they naturally develop a joy of creativity through the pursuit of fun-based activities. 2. For the Promotion Strategies: 1. The Educational Administration Authorities should be encouraged to organize more frequent creative thinking teaching research and demonstration conferences. 2. Individual schools should establish a creative thinking teaching research and development team. 3. The cultivation of creative ability in students should be connected with their daily lives in a meaningful way. 4. A pluralistic and democratic atmosphere should be constructed on school campus, and the importance of the heuristic environment should be explicitly recognized. 5. The school management team should acknowledge the importance of creative ideas, and seek to construct a creative school culture. 6. Creative thinking activities should be used to improve the interaction between parents and their children, and should be adopted as a means of improving the creative ability of the students.