創造思考技法融入服務學習歷程及對反思能力之影響-以大專生國際志工為例

Abstract

本研究透過創造思考技法運用在服務學習反思階段，探討KJ法、六三五法、六頂思考帽和曼陀羅思考法的實踐歷程，了解創造思考技法融入服務學習歷程對於研究參與者反思能力之影響。 本研究使用行動研究，以大專生國際志工為研究參與者，研究者分別在服務前期、服務中期和服務後期實際投入田野，在六個月期間完成十二次課程。透過行動研究歷程，研究者依據課程執行經驗、諍友建議、學生反饋、研究者自省與相關修正資料做分析，歸納出本研究結論如下： 一、創造思考技法運用在反思階段的實踐歷程可有效增加反思能力，且也具備提升創造力的功能；研究者亦將不同技法綜合使用，如：六三五法結合KJ法、KJ法結合六頂思考帽、六頂思考帽結合曼陀羅、曼陀羅結合六三五法。 二、創造思考技法融入服務學習歷程對於研究參與者反思能力之影響：提升參與反思的能力、融入團隊促進個體學習、刺激多元能力的發展、強化反思意願轉為行動。 本研究根據上述研究結果，提出對創造思考技法運用在服務學習的實踐歷程之具體建議，供有意融入創造思考技法於現場帶領提升反思能力之教學者及未來相關研究參酌。This study investigated the effect of integrating creative thinking skills into service learning on the reflection ability of international volunteer college students by examining how various creative thinking skills (the KJ method， 6–3–5 brainstorming， Six Thinking Hats， and Mandala model of creative thinking) are practiced in the reflection stage of service learning. This study involved adoption of an action research method. International volunteer college students were recruited to participate in a 6-month 12-session course， in which the students were required to conduct a field study before， during， and after service learning. In the process of the action research， the author analyzed the experiences gained during course implementation， suggestions from critical friends， student feedback， author’s self-reflection， and related correction data. Subsequently， the following research findings were obtained: 1.Applying creative thinking skills in the reflection stage of service learning effectively improved the participants’ reflection ability and enhanced their creativity. The author also investigated different combinations of creative thinking skills: 6–3–5 brainstorming and KJ method; KJ method and Six Thinking Hats; Six Thinking Hats and Mandala model; and Mandala model and 6–3–5 brainstorming. 2.Integrating creative thinking skills into service learning processes positively influenced the reflection ability of the study participants. Specifically， it enhanced students’ ability to participate in reflection; assisted students in assimilating into their team， thus promoting individual learning; stimulated the development of diverse abilities; and strengthened students’ willingness to reflect and convert such willingness into action.

On the basis of the research findings， specific recommendations on applying creative thinking skills in service learning were proposed for educators and future studies intending to integrate creative thinking skills in practice to enhance individual reflection ability.