A Study on the Implementation of Creative Thinking Instruction by Preschool Teachers and its Effects on Preschool Children’s Learning Experience and Creativity Performance

• Main Authors: Ya-Ju,Chang, 張雅茹
• Other Authors: Mei-Hue,Wei
• Format: Others
• Language: zh-TW
• Published: 2015
• Online Access: http://ndltd.ncl.edu.tw/handle/89441015438012572813

碩士 === 國立臺中教育大學 === 幼兒教育學系碩士班 === 103 === This study focused on the implementation process of creative thinking instruction by preschool teachers, as well as its effects on the preschool children’s creativity performance. The study used the case study research method, with research subjects being fifteen mixed-age preschool children from a public preschool where the researcher was employed as a teacher. Using the theme-based instructional activity of “From home to school”, four creative thinking instructional methods consisting of “brainstorming techniques”, “active listening and questioning skills using the 6Ws”, “SCAMPER techniques”, and “intuitive expression techniques” were integrated into the classes for a duration of three months, at intervals of three times a week, totaling thirty-six creative thinking instructional activities in all. Research tools to study the effect of implementing creative thinking instruction on preschool children included the “Test of Divergent Thinking” as a method for measuring the children’s creativity performance, as well as a cross-validation of observations and recordings, instructor’s reflective journal-keeping, conversations and discussions between teachers and students, and the preschool children’s artworks and worksheets. The findings of the study were as follows: 1、Using creative thinking instructional strategies effectively improved the preschool children’s creative thinking in a multitude of ways. 2、Through creative thinking instruction, the children’s language and body language expression skills were enriched. 3、Through creative thinking instruction, the children’s abilities to perform associative thinking and artistic creation were improved. 4、Cross application of creative thinking instructional strategies triggered the children’s ability to making observations and create in many different ways. 5、Through the learning process of creative thinking instruction, the children’s problem solving skills and self-esteem were improved. In conclusion, the researcher will make recommendations to preschool teachers, relevant governmental agencies, and future researchers based on the findings of this study.