| Summary: | 碩士 === 國立臺北教育大學 === 教育學系教育創新與評鑑碩士班在職專班 === 101 === The region of Aodi has suffered a considerable impact and a sudden change since the fourth nuclear power plant began to be constructed, and the impact it will suffer is undoubtedly not to be ignored. Hence, this research aimed at exploring the development of the instructional program for future-imagination about “the Aodi 20 years later,” the possible difficulties to encounter and the probable ways to overcome them, understanding the change on the part of the students in future-imagination ability and disposition after the program was put into practice, and measuring, on the basis of the understanding, the instructor in reflection and in growth in the process of carrying out this program. This research was action-research-oriented. The instructional program for future-imagination was devised according to the content of future imagination and the index of ability presented in Wei-Wen Lin (2011). The subjects in this research were the sixth graders of the researcher’s class. The program contained eighteen study periods for the domain of comprehensive activities. Before and after the program was carried out, quantitative data regarding imagination tests and imagination-disposition scales were put through an analysis of effectiveness while qualitative data like records of observations in classes, notes of reflections about teaching, records of interviews with the collaborative researcher and with the students, students’ works and worksheets, and the feedback questionnaires for the whole course of study were collected, sorted, described, and interpreted.
•As a conclusion, the researcher will offer some findings relevant to the research results, and several reflections based on the findings. The findings are that this instructional program is useful for helping school students enhance their ability in future imagination and stimulate their future-imagination disposition, and that this instructional program is useful for helping students present or explain their solutions by using creative imagination when confronted with future problems. As to the reflections to be offered, they are as follows:
1.Understanding what is really contained in future-imagination has done much to promote the instructor's professional knowledge and skills in future-imagination.
2.A close study of theories relevant to instructional programming for future-imagination has enabled the instructor to devise practicable instruction programs and policies in future-imagination.
3.While conducting a class about future-imagination instruction, the instructor should keep from being eager to make his comments and should encourage broad thinking so as to kindle more creative imagination.
4.When utilizing instructional policies, the instructor should provide opportunities for simulation exercises to help students exercise their future-imagination.
5.When trying to devise an instructional program for future-imagination about their homeland, the instructor should help his students make a visit of the place so that they can cultivate their sense of self-identification with the place.
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