A Study on the Effects of “Creative Teaching into the Integrative Activities Learning Area”on Creative Performance of students

• Main Authors: Bih-Lih Su, 蘇碧麗
• Other Authors: none
• Format: Others
• Language: zh-TW
• Published: 2008
• Online Access: http://ndltd.ncl.edu.tw/handle/56870779005230950542

碩士 === 國立中正大學 === 教育研究所 === 96 === The main purpose of this study is to study the influence on student of applying teaching for creative thinking in the learning area of Integrated Activities in elementary school. An experiment with pretest-posttest nonequivalent-control-group design was conducted, and was applied on 70 fourth graders of a Win-Lin county elementary school. 35 students were assigned as experimental group, and attended experimental courses with 26 sessions, 40 minutes a session, and two sessions per week, in the period of 13 weeks. The other 35 students were assigned as control group without receiving any experimental treatment. Both quantitative and qualitative methods were adopted. On the quantitative part, the test of divergent thinking, the test of divergent feeling, children’s poetries creativity scale, and picture book creativity scale were used to evaluate the pretest-posttest of experimental teaching. And to analyze the data, statistics such as correlated samples t-test, one-way covariance (ANCOVA) were used, so that the way the changing process of students’ creativity could be realized. On the qualitative part, the participative observation method, documentary analysis method were used to collect data such as observation records of students in classes and in daily works, students’ learning activity papers, teachers’ observation notes, teaching journals,…, so that the changing process and accomplishment of students’ creativity could be interpreted. The results of this study were summarized as follows: 1. in the aspect of creative thinking ability (1) In overall performance, the experimental group is superior to the control group. (2) On “openness”, “changeability”, “precision”, “originality”, “titling”, the experimental group was significantly superior to the control group. As on “fluency” part, there was no notable difference on both groups. 2. in the aspect of creative expression (1) The posttest scores of experimental group on children’s poetries creativity scale on “fluency”, “changeability”, “precision”, “originality” and “conception” were higher than pretest, and the result was significant. (2) The posttest scores of experimental group on picture book creativity scale on “openness”, “precision”, “originality” and “conception” were higher than pretest, and the result was significant. 3. in the aspect of creative thinking and sensitivity (1) On overall, the experimental group was superior to the control group. (2) On “curiosity”, “imagination”, the experimental group was superior to the control group. Yet on “creativity” and “challenge”, there was no obvious difference between the experimental and the control group. But the average scores on these two subjects, the experimental group was higher than the control group. However the degree of progress was not very noticeable. 4. in the aspect of learning reaction According to the feedback sheets, classroom observations, interview data and curriculum feedback questionnaires , this study also revealed that the students appeared positive reaction towards teaching for creative thinking. This type of curriculum was favored by most of the students, and they kept positive and active learning attitude on learning activities. Research results showed that teaching for creative thinking can effectively improve students’ creativity thinking ability, creativity work expression, and sensitivity ability. This research could be taken as a reference for future creative teaching and related research.