The Influence of Creative Thinking Teaching on the Learning Effectiveness of the Technology Curriculum Student at Senior High School

• Main Authors: Chi-hao Chuan, 張志豪
• Other Authors: Ming-hsiung Wu
• Format: Others
• Language: zh-TW
• Published: 2000
• Online Access: http://ndltd.ncl.edu.tw/handle/46942956838829472628

碩士 === 國立臺灣師範大學 === 工業教育研究所 === 88 === Abstract This study is designed for the following five objectives : 1.to explore the effect of the creative thinking teaching of the senior high school’s life technology course on the student’s creative thinking ability ; 2.to explore the effect of the creative thinking teaching of the senior high school’s life technology course on the student’s ability for creative problem-solving ; 3. to explore the effect of the creative thinking teaching of the senior high school’s life technology course on the creative thinking ability of students with different academic achievements ; 4. to explore the effect of the creative thinking teaching of the senior high school’s life technology course on the ability in creative problem-solving for those students with different academic achievements ; 5.to explore the effect of the creative thinking teaching of the senior high school’s life technology course on the student’s learning results. This study adopts the quasi-experiment plan of the control section with unequal prior & post test. Its objects are students from two freshman classes of the ordinary program at National Pingtung Senior High School. One class is the experiment section, while the other the control section. The experimental teaching is conducted for ten weeks. The study instruments include : the creative thinking test, questionnaire of ability for creative problem-solving, student’s work evaluation list and survey questionnaire on the learning reactions, newly compiled by Mr. Wu, Ching-Chi. Such statistic methods are used as two-way analysis of covariance ( ANCOVA ) and t test, etc. It is found from the study results that : 1. The experimental group students who receive the creative thinking teaching of the senior high school’s life technology course made significantly greater gains in fluency, flexibility, elaboration of figural creative thinking abilities, and in fluency, flexibility, originality of verbal creative thinking abilities than the control group students. 2. The experimental group students who receive the creative thinking teaching of the senior high school’s life technology course made significantly greater gains in discovering problems, addressing ideas and seeking the best projects of creative problem-solving than the control group students. 3. The experimental group students who receive the creative thinking teaching of the senior high school’s life technology course made significantly greater gains in concept, image, headline, manuscript, focus and total grades of learning achievement than the control students. 4. There were no significant interaction between the teaching method and the academic achievements. The students with high academic achievements in the experimental group did not make significantly greater gains of scores of the creative thinking test and the questionnaire of creative problem-solving than the control students. 5. The learning reactions which the students make against the creative thinking teaching of the life technology course assume positive. Based on the data presented from the student’s interview, class observations and opinion survey, it is found that the harmonious, relaxing, open and comprehensive atmosphere associated with the curricular activities are favored by students.