The Reserarch on the Effectiveness of Junior High School Students’ Learning Animation manufacture with Teaching of Creative Thinking －Take Dah Cherng Junior High School for Example

• Main Authors: Lo Chia-min, 羅佳民
• Other Authors: Jeng Yoau-chaw
• Format: Others
• Language: zh-TW
• Published: 2007
• Online Access: http://ndltd.ncl.edu.tw/handle/63705853715685850288

碩士 === 國立彰化師範大學 === 工業教育與技術學系 === 95 === The research was main to investigate the teaching effect of “Flash” with the creative-thinking teaching for junior high students. It adopted the pretest and posttest control group design in quasi-experiment. The experimental tools includes: 1.Measure forms before the cognitive achievement of department's foundation of the computer. 2.Measure forms after studying the achievement in department's “Flash” unit of the computer. 3.Form of department ' Flash ' attitude towards study amount of the unit of the computer. 4.Form of testing amount of creativity. The objects of the research are the students of class 15 and class 3 in the 3rd graders in Tainan Dah Cherng Junior High School. They were picked up randomly. The experimental teaching lasted for 10 weeks. Before the experimental teaching, the two group students were given the pretest in order to understand their different cognition about the computer program. In process of the experiment, the control group was taught with the traditional teaching strategy while the experimental one accepted the design of creative-thinking teaching. After the experiment, the two groups were given the posttest again to realize if the creative-thinking teaching influenced the effect of students’ learning in “Flash” . The research adopts the independent sample t test to check the assumption of the experiment. It’s found from the study results that: 1.The experiment group who accepts creative-thinking teaching are better than the control group in the result of learning Flash. 2.The two different groups both appreciated their curriculums in learning Flash. 3.The experiment group students’ creative-thinking ability in fluency, openness, flexibility, originality and headline is obviously motivated. 4.The experiment group students’ creative-tendency ability isn’t obviously motivated. 5.The creative-thinking teaching strategy can be applied widely to the teaching of computer program “Flash.” Keywords：traditional teaching；creative thinking teaching； creative thinking ability；learning effects