單元觀念式創意問題解決策略課程之成效研究

Abstract

本研究探討研究者參考川喜田二郎（Kawakatia Jiro）所創KJ法之原理原則，而改編之單元觀念式創意問題解決策略課程，對於國小一般智能資優班學生之教學成效。研究採「不等組前-後測實驗設計」，以台北縣兩所國小四年級資優班學生為研究對象，針對實驗組進行十週二十堂課的實驗教學。研究工具包括：陶倫斯創造思考測驗語文版甲式、新編問題解決測驗、教學者教學日誌、觀察者觀察記錄、學生課程回饋單。評量所得之結果以t考驗、共變數分析及次數百分比加以探討。根據結果，主要發現如下： 壹、創造思考能力 實驗組在全量表（t=-5.61，p<.001）、流暢性（t=-4.73，p<.001）、變通性（t=-4.76，p<.001）與獨創性（t=-7.84，p<.001）之後測成績顯著優於前測；而以共變數分析之結果，在獨創性成績上則無顯著差異。 貳、問題解決能力 實驗組在後測成績上無顯著差異；而以共變數分析之結果，在界定原因、預防問題、變通性與全量表成績上無顯著差異。 參、學生對課程的體驗 在教學者教學日誌，學生們能夠適當的運用創造思考與問題解決的態度與技法於學習活動中；在觀察者觀察記錄，學生對於課程活動個別喜好差異大；在學生課程回饋單，學生們認為能夠學習到問題解決的相關策略。

This study aimed to investigate the effects of the KJ method on primary school gifted students’ problem solving and creativity. A nonequivalent pretest-posttest experimental design was applied to examine how the ten-week courses affect students’ ability. The program of this study involved fourth grade gifted students from two elementary schools in Taipei county. Instruments used were: Torrance Tests of Creative Thinking, reorganization problem solving tests, teaching journals, records of observation and students’ feedback questionnaire. The data were analyzed by t-test, ANCOVA and frequency ratio analyses. The important results were as follows: Ⅰ. Creativity In terms of full scale, fluency, flexibility and originality, the experiment group makes a remarkable progress after the program. The result of ANCOVA indicates that the scores of originality are no notable difference between two groups. Ⅱ. problem solving ability There is no notable difference between two groups. Ⅲ. Students’ experience about curriculum In teaching journals, students can use suitable attitude and technique of problem solving and creativity in the learning activity. In records of observation, Students have difference attitude toward curriculums individually. In Students’ feedback questionnaire, Students thought that can learn tactics of problem solving.