| Summary: | 碩士 === 國立臺灣師範大學 === 創造力發展碩士在職專班 === 105 === In recent years, creative education has paid much attention. It is very important to understand how to improve students’ creativity. In addition, giving the example can viewed as one of the most commonly used methods. Therefore, this study focuses on the effect of high and low originality examples on the junior high school students’ creativity. This study explores the impact of high and low originality examples on 256 junior high school students’ creativity by experimental research. Independent variables are high and low originality examples and the different level of students’ creativity. Dependent variable is student’s creativity performance. Examples were selected from the norm of the New Test of Creative Thinking. “Unusual Uses of the Newspapers Test” and “The New Tests of Creative Thinking” were used to measure creativity. Assuming high and low originality examples provided, students will behave differently in creativity, and different creativity students will differ in their performance after providing different examples. The results show that: First, after provided high originality example, students’ fluency, flexibility, originality and total score in the figural test will be significantly higher than given low originality example, while there is no significant difference in elaboration. Second, low creativity students giving high originality example shows higher fluency, flexibility, originality and total score than given low originality example, while there is no significant difference in elaboration. Third, the impact of the example shows much more on figural than on verbal creativity. Fourth, in order to enhance creativity, teachers have to provide high originality examples. Fifth, there aren’t interaction between different type of examples and different creative students.
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