高工室內空間設計科學生創造力及其相關因素之研究

Abstract

本研究旨在探討高工室內空間設計科學生創造力的表現情形，及其影響學生創造力之相關因素。 本研究採用文獻分析與描述性研究方法，以台灣省、台北市及高雄市之高工設有室內空間設計科的16所學校中，抽取25%共四所學校之室內空間設計科三年級學生共119名為研究對象，回收有效問卷共119份，回收率100%。 本研究透過「威廉斯創造性傾向量表」、「高工室內空間設計科學生創造性思考活動」以及「高工室內空間設計科學生創造力及其相關因素調查問卷」等測量工具與問卷，蒐集高工室內空間設計科學生創造力表現之相關資料。 研究獲得之資料以：次數分配、平均數、標準差、獨立樣本t檢定、獨立樣本單因子變異數分析以及典型相關等統計方式進行分析。研究所獲得的結論如下： 一、性別、認知風格類型及美術專業訓練等三項，是高工室內空間設計科學生創造力表現最具潛存影響的因素。 二、高右腦認知、高內動機且實習成績高之學生，其創造力的表現較好。 三、高仁慈高權威的教師類型有助於提昇學生的創造力。 四、高左腦高右腦型、高內機動高外動機型的學生，在創造性傾向的表現較高。 五、創造力在不同領域的表現，建立在該領域的知識基礎上，創造力因為領域之不同，而有不同的表現。 六、創造性傾向屬於情意的部分，領域雖不同，但創造性傾向表現高者，其創造力的表現也較高。 最後綜合上述結論，分別從教師教學、學校行政、教育行政主管單位及後續研究等四方面，提出具體建議。This study explored the performance creativity of industrial vocational high schools’ students in Interior Space Design Department, and the factors that affected students’ creativity. Two methods were employed in this study - analytical and descriptive methods. The samples consisted of 119 third grade students from 4 industrial vocational high schools (25% of the 16 industrial vocational high schools with Interior Space Design Department in Taiwan). Getting 119 effective questionnaires, the effective returning rate is 100%. Instruments used in this study were ”Creativity Assessment Packet (CAP)/Test of Divergent Feeling”, ”The Test of Creativity in the Interior Space Design Department”, and ”The Questionnaire of the Relative Factors in Creativity”. Data gathered in this study were analyzed by Frequency Distribution, Mean, Standard Deviation, Independent-Sample t-test, Independent- Sample One way ANOVA, and canonical correlation analysis. The main findings were as follows: 1. Gender, comprehension selection and specialized training of Fine Arts are the three great elements that influenced students’ creativity most. 2. Students with high right-brain cognition, high intrinsic motivation and high intern skill achievement expressed the better performance creativity of Interior Space Design. 3. High kindly and authoritative teachers can promote student’s creativity. 4. Students with high left-brain cognition and high right-brain cognition, high intrinsic motivation and high extrinsic motivation had a tendency to create better. 5. Creativity was different from domains to domains. 6. The tendency to create belongs to the affective domain. Creativity and creative tendency in different domains related significantly. Finally, based on the conclusions above, this study provided some practical suggestions for teachers, schools, educational administration, and afterward researchers.