| Summary: | 碩士 === 國立臺北教育大學 === 課程與教學研究所 === 95 === The present study adopts an action research methodology to investigate the use of creative thinking teaching strategies in an elderly care program within the framework of life education. The main aims are as follows.
I. To design a life education course that complies with the teaching principles of creative thinking.
II. To investigate the change in students’ attitudes and behavior towards care of the elderly.
III. To investigate changes in students’ creative thinking behavior after implementation of life education through creative thinking strategies.
IV. To investigate whether and how students reflect on and modify their ideas after undergoing life education with creative thinking strategies.
In order to achieve these aims, we used creative thinking teaching strategies to conduct a program of care for the elderly within the framework of a life education course. The ten-week program ran from March to May, 2007, in a fourth-grade class in X Elementary School. The goal of the program was to improve students’ attitudes and behavior towards care of the elderly, as well to enhance their creative thinking ability. The research findings are as follows.
I. Design of care program for the elderly using creative thinking teaching strategies.
On the basis of the principle of multiple intelligences, we used the “six thinking hats” method to explain and generalize concepts prior to and after teaching activities. Assessment focused on creative thinking ability, in order to build a creative climate for students and design a creative care program for the elderly.
II. Teaching care for the elderly within a life education framework.
1.Using a teaching model integrating shared experience in the elderly care program had a positive effect on students’ care behavior.
2.After implementation of the elderly care program using a creative thinking teaching strategy, there were changes in students’ attitudes and behavior towards care of the elderly.
III. Teaching creative thinking.
1.The “six thinking hats” method helped enhance students’ creativity.
2.Build-up of intrinsic motivation during the creative process is more important than the results obtained.
IV. Feedback questionnaires showed that most students had positive attitudes about the class and considered it helpful for their ability to care and think creatively.
Lastly, on the basis of our research findings, we present suggestions for teaching and future research.
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