| Summary: | 碩士 === 臺北市立大學 === 學習與媒材設計學系課程與教學碩士班 === 102 === This study attempted to improve the effectiveness of the color teaching program designed for the elementary school’s higher-grade students using creative thinking strategies and analyzed the students’ improvement of cognition, affection, and skills after the conclusion of action research, thus identifying the criticisms and growths of the teachers involved in the action research. Adopting the action research method, this study observed an elementary school’s 5th-grade students attending a six-week (24 hours in total) teaching program. The curriculum was designed based on Chen, Lung-an’s ATDE Love Creative Thinking Teaching Model as well as Williams’ Cognitive Creation and Affectionate Creative-Thinking Teaching Strategy. The teaching activities comprised group discussion competition, individual creation presentations, and practical applications. This study gathered quantitative data primarily through Color Knowledge Quiz, Color-Matching Score Sheet, and Color-Learning Feedback Sheet, as well as qualitative data through Teachers’ Teaching Record Criticism Sheet, Teachers’ Interview Record, and Students’ Interview Record. Research results are summarized as follows:
1. To improve the thinking abilities of the elementary school’s higher-grade students, color-teaching program has to stress thematic teaching, the content related to color-teaching program has to be consistent with the students’ experiences of their daily lives, group discussions should be adopted by teachers, and the effectiveness of learning should be evaluated using multiple assessment method.
2. The color-teaching program designed for creative thinking can effectively upgrade students’ knowledge and skills, improve students’ sense of accomplishment associated with their use of colors and their interest in the colors as well as their confidence in the use of colors. Thus, students maintain a positive attitude towards the curriculum.
3. During the research process, the author learned how to apply creative-thinking teaching model according to the students’ conditions and their demand elasticity. As a result, the author developed her curriculum design ability as well as her knowledge and skills as a teacher. In short, the research process gave the author an opportunity for self-criticism, thus helping the author to move one step further in her career.
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