The Influence of Creative Thinking Teaching on the Student Learning Effectiveness of the Living Technology Curriculums at Junior High School

• Main Author: 吳世清
• Other Authors: 吳明雄
• Format: Others
• Language: zh-TW
• Published: 2002
• Online Access: http://ndltd.ncl.edu.tw/handle/44971405535226197029

碩士 === 國立臺灣師範大學 === 工業教育研究所 === 90 === This research is to determine the influence of Creative Thinking Teaching in the Living Technology Curriculums on the creative thinking ability, creative problem solving ability and work design and production ability among junior high school students, and to analysis the their correlation to the academic performance. This research adopt the “nonequivalent pretest —posttest control group design“ in quasi-experiment design. The subjects of research is the students of 2nd graders in 90 school year of pintung county chang chih junior high school. Two classes was picked up randomly. One of them is experiment group, who accepts the curriculums design of creative thinking teaching and the other one is control group with conventional teaching method. The experiment lasted for 10 weeks. The data obtained were conducted with statistical analysis in two-way multivariate analysis of covariance, and one-way multivariate analysis of variance the difference in work design production ability scores at the end of the semester. The findings of the research are: 1.The experiment group students who accepts creative thinking teaching of junior high school students living technology curriculums are significantly better than the control group in scores of graphic creative thinking ability. 2.The experiment group students who accepts creative thinking teaching of junior high school students living technology curriculums are significantly better than the control group in scores of language creative thinking ability. 3.The experiment group students who accepts creative thinking teaching of junior high school students living technology curriculums are significantly better than the control group in scores of creative problem solving ability. 4.The boosting effect of creative thinking teaching in graphic creative thinking ability, do not have significant difference in students‘ academic performance. 5.The boosting effect of creative thinking teaching in language creative thinking ability, do not have significant difference in students‘ academic performance. 6.The boosting effect of creative thinking teaching in creative problem solving ability , do not have significant difference in students‘ academic performance. 7.The experiment group students who accepts creative thinking teaching of junior high school students living technology curriculums are significantly better than the control group in scores of working design and production ability checking list. 8.The learning reactions in experiment group students who accepts creative thinking teaching of junior high school students living technology curriculums are positive and favored.