An action research of implementation of creative problem solving instruction scheme in gifted students of elementary school

• Main Authors: Jia-Wen Cheng, 陳嘉雯
• Other Authors: 蔡典謨
• Format: Others
• Language: zh-TW
• Published: 2005
• Online Access: http://ndltd.ncl.edu.tw/handle/45993085699420233738

碩士 === 國立高雄師範大學 === 特殊教育學系 === 93 === A study group composed of one researcher and two collaborative teachers assembled a specific research group conducted this educational action research to investigate the implementation of creative problem solving teaching methods in gifted students of elementary school. The purpose of this study were to implement creative problem solving strategies to find out what is the proper instructional strategy, the reactions of students and their achievements, the dilemmas of teachers and the ways to solve these distresses. Using the creative problem solving teaching methods, the researcher compiled the curriculum and implemented it in third grade of gifted students. The researcher collected and analyzed datum via sound recording, observation records, interviews of students, course document collection, pop acquaintance records, feedback questionnaires of students and the introspection notes of the researcher. According to the results and findings, the conclusions were as follows: 1.In the aspects of applying instructional strategy, we could perform both general and creative thinking instructional strategies to guide students’ thinking and facilitated them to proceeding creative problem solving smoothly. 2.In the aspects of students’ reactions and achievements, most students felt positively and actively. Only few students felt difficult in learning. Besides, students believed that creative problem solving learning activities were facilitated in thinking ability, problem-solving ability and problem-solving confidence. 3.In the aspects of teaching perplexity and solving methods, teachers of gifted students in the elementary school would encounter the difficulties of instructional design, how to guide students to discuss and thinking and the difficulties of students’ problem solving. The instruction design could stand on students’ learning characteristics, students’ learning needs and their learning abilities. Furthermore, arranging instruction activities and making use of diverse instruction strategies would facilitate pedagogy. At last, this study made specific suggestions in the instructions of creative problem solving teaching in gifted students of elementary school and further research.