SCAMPER創造思考法在國小視覺藝術黏土課程教學之研究

Abstract

為探討「SCAMPER創造思考技法」融入國小視覺藝術黏土課程中，對學生的作品創造力、SCAMPER技法運用與黏土學習情形的影響，本研究設計「SCAMPER創造思考法黏土課程模型」、將SCAMPER創造思考法融入國小五年級視覺藝術黏土教學中，並參考「素養導向課程設計四大基本原則」、「問題解決導向的教學模式」與「多種才能發展創造思考教學模式」於課程架構中，設計實驗組與控制組各七個活動的「土裡土汽冒險工廠」系列課程。研究採準實驗研究法，研究參與者為臺北市某國小五年級兩班學生，實驗組29人、控制組28人，兩組學生均接受總計30節課的教學活動，實驗組學生以SCAMPER創造思考法引導，控制組學生則以一般教學法引導，並透過「CPAM黏土車作品評鑑表」、「學習單」、「SCAMPER創造思考法兒童生活傾向量表」、「學生課程回饋單」與「教學歷程紀錄」等工具加以記錄與檢核。研究結果顯示，將SCAMPER創造思考技法融入視覺藝術黏土課程，有助國小高年級學生提升在激盪發想及製作作品的創造力、黏土細節與計畫性，學生將各向度運用於作品中，並串聯成創作理念，甚至進而提升「SCAMPER生活傾向」。To investigate the impact of incorporating the SCAMPER Creative Thinking Method into the visual arts curriculum in primary schools on students' creativity, use of the method and learning with clay, this study developed the "SCAMPER Creative Thinking Clay Curriculum Model" and integrated the SCAMPER Creative Thinking Method into the visual arts curriculum in fifth-grade primary school. "4 Basic Principle of Designing Literacy Course", "Problem-Based Learning Model", and "Multiple Talent Toterm Pole Model" were integrated into the curriculum model to design the "Clay Adventure Factory" with seven activities for the experimental and control groups. The study was conducted using a quasi-experimental research. The subjects were two classes of fifth graders in a primary school in Taipei City, 29 students in the experimental group and 28 in the control group. Both groups of students received a total of 30 lessons. The experimental group was instructed according to the SCAMPER creative thinking method, while the control group was taught using the general teaching method. It is also recorded and checked with the help of instruments such as the"CPAM Clay Cart Evaluation Form", the "Learning Sheet", the "SCAMPER Creative Thinking Children's Life Tendency Scale", the "Student Lesson Feedback Sheet", and the "Teaching History". The results of the study show that integrating SCAMPER creative thinking method into the visual arts curriculum in clay helped students in the upper primary grades to improve their creativity, attention to detail in clay and planning. By applying that to their artwork and linking them into a creative concept, students can further improve their"SCAMPER life tendency".