教師創意教學發展之縱貫性研究

Abstract

創意教學是維繫國家發展競爭力的重要關鍵，但相當可惜的是，少有研究以縱貫性角度觀察教師創意教學的發展情形。本研究以551 位國小自然與生活科技教師為對象，透過兩年四波的調查，利用階層線性模式了解教師創意教學的動態發展及教學玩興、學校創新氣氛對初始創意教學的影響以及成長速率的影響。結果顯示：創意教學中的互動討論及多元教學構面呈現線性的成長趨勢；而問題解決與自主學習則是呈現先上後下的曲線發展趨勢。在玩興動機部分，樂於嘗試會正向影響互動討論、自主學習的初始狀態，還會正向調節互動成長的線性斜率與自主學習的成長曲率；輕鬆愉悅會正向影響問題解決、多元教學、自主學習的初始狀態；主動分享會正向影響問題解決、多元教學、自主學習的初始狀態，還會正向調節互動成長的線性斜率與多元教學的成長曲率。而在學校創新氣氛方面，領導效能對於互動討論、多元教學的初始狀態具有正向影響；學習成長對於互動討論、問題解決、多元教學的初始狀態具有正向影響，且對多元教學的線性斜率以及自主學習的成長曲率具有正向調節效果；資源提供對於問題解決的初始狀態具有正向影響；團隊運作對於多元教學的初始狀態具有正向影響；而組織理念對於自主學習的成長曲率則具有正向調節效果。據上結果，本研究建議，一、教師應多加展現創意教學；二、培養教師對於教學的玩興，尤其是樂於嘗試、主動分享兩構面；三、塑造有利於創意教學的學校創新氣氛，尤其是學習成長、組織理念更為重要。

Purpose: In knowledge economy trends, creativity determines the competitiveness of a country; therefore,advanced countries have actively invested in enhancing student creativity. Creative teaching plays a critical role in the cultivation of creative talent, and it is considered a key factor in maintaining national competitiveness. Although numerous researchers have emphasized the personal and environmental factors associated with the development of creativity, few studies have been conducted on such factors on various levels. Method: This study recruited 551 elementary school science and technology teachers as research subjects, and it involved four phases of investigation within a 2-year period. Hierarchical linear modeling was employed to examine the dynamic development of the teachers´ creative teaching as well as the effects of playfulness in teaching and school climate of innovation on the initial implementation and growth rate of creative teaching.Result/Findings: The dimensions of interactive discussion and multiple teaching in creative teaching presented linear growth trends, whereas problem solving and autonomous learning revealed upward and then downward curve development trends; open mindedness did not exhibit any growth. Regarding playfulness motivation, pleasure positively affected the initial status of interactive discussion and autonomous learning in addition to positively influencing the linear slope of interactive growth and the growth curvature of autonomous learning. Ease and pleasure positively influenced the initial status of problem solving, multiple teaching, and autonomous learning; furthermore, active sharing positively affected the initial status of problem solving, multiple teaching, and autonomous learning in addition to positively influencing the linear slope of interactive growth and the growth curvature of multiple teaching. Regarding school climate of innovation, leadership effectiveness exerted positive effects on the initial status