Action Research on Development of Creative Thinking Teaching of Skin Complexion Curriculum in a Vocational Senior High School

• Main Authors: Hsu Chia-Ling, 許嘉玲
• Other Authors: Ke Shu-Hsin
• Format: Others
• Language: zh-TW
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/34581928853306557858

碩士 === 中國文化大學 === 生活應用科學研究所 === 97 === The purpose to the study is to construct a “creative thinking teaching scheme” of the skin complexion curriculum in vocational senior high school, so as to reinforce students’ creativity. At the same time, it also explores the development of blending the creative thinking teaching into the skin complexion curriculum in vocational senior high school, so as to better understand change and improvement of the students of the Department of Styling and Cosmetology of vocational senior high schools after their participation in the skin complexion curriculum, and enhance self-professional competence through the teaching reflection on creative thinking teaching activities. The study is conducted with a total of 106 students from 2007 3rd year Chen Class and 2008 3rd year Chen Class in the Department of Styling and Cosmetology, Daojiang Senior High School of Nursing and Home Economics. By using the teaching action research method, the first teaching action study had been implemented in the teaching activities held from September until November 2007 for a total of three units. The second teaching action study was executed from September until November 2008, in which two class sessions were arranged every week to carry out three units for a total of 10 weeks. The study data sources include curriculum learning notes, students’ works, learning progress records, teaching reflections, teaching taping recording, teaching observations and interview records. In addition, quantitative questionnaire feedback note survey is conducted to collect and analyze data and triangle inspection and persistent comparisons are processed to give further examination in order to garner more objective and meaningful data and better understand the change in the development. The following are the findings of the study’s action research on the development of the creative thinking teaching of the skin complexion curriculum in vocational senior high school: 1. The “creative thinking teaching scheme” developed for the skin complexion curriculum in vocational senior high school may help teachers nurture their students’ creative capacity. Through curriculum design, students’ beauty makeup application techniques can further improve, and they will be therefore equipped with better ensemble concept of colorful makeup styling. 2. Students can make progress by cooperative learning in an atmosphere with harmony, encouragement and mutual respect. A majority of students show improvement in the aspects of class participation and expression ability. 3. According to students’ learning progress records in respective units, the creative thinking unit gives students a sense of challenge, achievement and participation, which allows them to enjoy taking the class. A majority of students indicate in their feedback notes that the class could help them enhance their self creative thinking capacity, trigger their desire for innovative thinking, and inspire them with more creative ideas 4. After receiving creative thinking teaching, students can extend their creation to their learning of other subjects and production of other works. 5. In the course of the implementation of creative thinking teaching, the problems resulting from shortage of time and manpower and limitation of teaching classrooms can all be resolved by flexible curriculum adjustment, teachers’ mutual assistance and utilization of professional classrooms. 6. In the course of the creative thinking teaching action, the researcher learned how to design a creative teaching curriculum, utilize creative thinking technique and strategy, change teaching attitudes and improve teaching methods. At the same time, by sharing the learned professional knowledge with the study partners, teachers’ proficiency in professional knowledge and techniques has been reinforced. On the other hand, the researcher has also developed a habit of reflection on teaching to further enhance teaching effects, bring closer distance between theory and practice and improve self-professionalism. The researcher has put forward the following recommendations after recording the action research on the development of the creative thinking teaching of the skin complexion curriculum in a vocational senior high school and giving analysis: 1. For the teaching and curriculum planners: (1) To take initiative in cultivating students’ creation participation or providing action research learning or advance study. (2) To widely refer to the curriculum design models put forth by experts and academics. (3) To design teaching activities focusing on students. (4) To fulfill creative resolutions relevant to the problems occurring in life. (5) To give students sufficient time for creation. (6) To enhance opinion exchanges and conversations between teachers and students. 2. For the school and educational authorities: (1) Education administrative authorities shall encourage teachers to continue action research. (2) School teachers require support and encouragement from administrative leaders in their implementation of action research. (3) To provide action research related curriculums or arrange seminars to prompt teachers’ participation. 3. For future study directions (1)To expand study objects, in which more students from varying grades shall be surveyed. (2)To have the teachers teaching the same curriculum jointly work on action research.