| Summary: | 碩士 === 國立成功大學 === 工業設計學系 === 103 === It is already over half a century since Guilford put forward The theory of creativity. In 21st century, the period of high innovation and diversification, cultivating creativity become more and more important. To many scholars, childhood is the golden age to enlighten people’s creativity. There are many ways to inspire creativity. Furthermore, it’s benefit to strengthen children’s creativity by increasing the experiences of the sense of sight, the sense of hearing, the sense of taste, the sense of smell and the sense of touch in their childhood (Montessori, 1914; Cross, 1983; Tschimmel, 2005; Yamamoto, 2006). However, among all the researches of sense-organs perception strengthening, the tactile experiences are crucial but easily neglected in childhood. Therefore, the purpose of this research is to discuss the relation between the tactile experiences and creativity by using some tactile teaching materials in elementary school’s classes.
The teaching materials are divided to three topics: dry/moist, soft/hard, and smooth/rough. There were three 1st grade classes joined this program. One class was control group, the other two classes were treatment groups, which used the teaching materials in different visual and tactile order. Before and after the teaching, TTCT was taken to measure children’s creativity, and the scores of creativity was analyzed through ANOVA and T-test.
After analyzed the total score of creativity from these three groups, the result shows that Treatment group B has the obvious progress in this program, especially on the abilities “Abstractness of Titles” and “Resistance to Premature Closure”. Thence, it was proof that tactile teaching materials would help in inspiring children’s creativity, and three main principles for design the teaching materials were found:
(1) The order in tactile experience: Touching the object without looking first will avoid to effect by sense of sight but received the stimulation by tactile channel.
(2) Increase abstractness of titles: Encourage children to express their own feeling, try to turn all tactile feeling into description.
(3) Increase Resistance to premature closure: Enrich children’s tactile experience, let them build up habit of diverse thinking rather than end up the question rashly.
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