高創造力資優生父母教養方式之研究--以全國高中職智慧鐵人創意大賽首獎得主為例

Abstract

摘 要 本研究旨在了解高創造力資優生之父母教養方式，並探討父母教養方式與資優生發展創造力之關係以及高創造力資優生對於創造力之觀點。 本研究的主要參與者為六位參加教育部所舉辦之第三屆全國高中職智慧鐵人創意大賽暨第一屆智慧鐵人創意大賽國際邀請賽，並獲得國內組及國際組雙冠軍之高中數理資優班學生，以及他們的父母。 研究者於智慧鐵人創意大賽活動期間擔任工作人員進行四天三夜的觀察與紀錄，並於競賽結束之後針對高創造力資優生及其父母進行半結構式的訪談，運用個別訪談、團體訪談、電話訪問方式蒐集資料，佐以相關的報導與文件，以質性研究法分析、歸納研究結果如下： 一、 高創造力資優生父母教養方式： 重視培養孩子品格、良好習慣與正向思考，並以身作則，營造學習型家庭；重視家庭氛圍、親子關係與家人互動；重視孩子的學習；與學校教師、子女同儕與其他家長互動良好而密切，形成彼此欣賞的群系。 二、 父母教養方式與資優生之高創造力展現： 研究發現父母透過以下教養方式，激發資優生創造力：透過引導、示範及鼓勵探索，激發孩子的多元智能；帶領體驗、閱讀，奠定厚實知識基礎；藉由討論、分享，塑造正向多元彈性的思考風格；藉由以身作則、鼓勵及增強，形塑創造性人格特質；藉由引導、鼓勵引發內在動機；且父母能敏銳覺察孩子的創意表現，並給予肯定，放手讓孩子嘗試、冒險，並提供正向回饋及支持，提供有利於發展創造力的環境。 三、 高創造力資優生對創造力的觀點： 個人創造力：人人都有創造力的潛能，創意會在生活中潛移默化而生，創造力除了是與生俱來的，也建立於既有知識基礎之上；發展個人創造力可藉由多方涉略知識並培養多元能力、與他人多接觸、分享交流；創造力的實踐必須靠不斷嘗試與改變，過度補習扼殺個人創造力。團隊創造力：團隊成員的信任與合作默契是團隊創造力展現的關鍵；重視團隊成員的殊異專長與特質；團隊合作依據個人才能分工，團隊氣氛有助個人發揮專長；團隊創意競賽的實力需仰賴個人平日對於各項能力及領域知識的覺知、訓練與培養。

統整歸納這些資優生之所以展現高創造力，父母的教養方式佔了很大的成分。因父母重視品格並以身作則，資優生在潛移默化中能尊重他人、關懷同儕、保持開放、重視團隊精神、重視生命的價值與意義，因此能在腦力激盪中激發新穎獨特的創意，並透過分工合作而展現深層的高創造力。此外，父母注重資優生在多元智能、知識學習、思考風格、創造性人格、內在動機的發展，並提供有利於創造力發展的環境。父母的教養方式也影響資優生對於個人創造力及團隊創造力的觀點及實踐，因此資優生能在團隊合作中展現高度創造力。 最後，針對研究結果提出一些省思，以及對於家長、教師在教養與培育創造力和未來研究提出建議。Abstract This study presents findings of the outcome of the parenting style of the gifted students of high creativity to discover the factors attributing to the relationship between parenting style and gifted students’ development and viewpoint of creativity. The research participants include six gifted students and their parents. They who won the domestic and international double champion of the International Senior High School Intelligent Ironman Creativity Contest study in mathematics and physics top-student class in senior high school. The researcher serves as a staff member to carry on observations and records in four days and three nights during the International Senior High School Intelligent Ironman Creativity Contest. After the contest, the researcher interviews the gifted students of high creativity and their parents with the half structural formula. It was based on the relevant record and the current documents coupled with interviews that gathered data from the individual parents and focus groups. Data was analyzed according to the qualitative research methods. The result of study is as follows:

A. The parenting style of gifted students of high creativity： In general, parents emphasize children’s character education, and cultivate their good habits and positive thinking. Besides, they set a good example as role models with their own conduct and build the family immersed in a learning environment. In addition, parents value family's mutual-support and dynamic atmosphere, parent-offspring's relationship and positive interaction with family numbers. Furthermore, parents place emphasis on children’s learning and keep good relationship with school teacher, child peer and other parents. The interaction with stakeholders of children’s mental growth is mutually dynamic and positive; therefore, a tight relationship witheach group is established.

B. The parenting style and the gifted students’ development of creativity： The research discovers parents excite gifted student's creativity through parenting style following: 1.Parents through leading, demonstrating and encouraging exploring, excite the child's multiple intelligences;2.Parents lead child experience, read to establish the abundant knowledge foundation; 3.Parents mold child positive, elastic, flexible thinking style by discussing and sharing; 4. Parents mould the creative personality by setting an example, encouraging and strengthening;5. Parents cause child’s inherent motive by leading and encouraging; And 6. Parents offer environment to develop creativity by awaking of the child's creative performance and offering affirmation; in addition, they let children try, take risks, give feedback and support.

C. The viewpoint of creativity of gifted students of high creativity： 1. Personal creativity: Everyone own creative potential, and creativity could change and influence unobtrusively and imperceptibly. However, except innate, creativity also set up on the foundation of learned knowledge, too. The individual can develop personal creativity by extensively involving in learning knowledge and training plural ability, keeping in touch, sharing exchanging with others more in many ways. Finally, personal creativity by trying and changing constantly in practice of creativity, and excessive remedial course must strangle personal creativity. 2. Group's creativity: The trust and cooperative tacit understanding of group members are keys that group's creativity represents; and it is important to value different specialty, ability and talent of group members. The team unity basis individual could divide the work, and the team atmosphere helps the individual to give full play to one's professional knowledge or skill. Most important, the strength of creativity group's contest depended on individual perceiving, training ability and domain knowledge ordinarily.

This study concluded that the key factor attributing to high creativity of gifted student is parenting style. Because parents pay attention to character and set an example, the gifted students can respect others, care peer number, keep open mind, value team spirit, and paying lots of attention to the life inperceptibly, so they can excite the novel and unique creativity in the brain storming, and cooperation represents deep high creativity through dividing the work. In addition, parents pay attention to gifted students’ multiple intelligences, learning knowledge, thinking style, creative personality, inherent motive, and offer the environment which is favorable to creativity development. Parenting style influences the gifted student to develop personal creativity, view and practice of group's creativity, so the gifted student can represent high creativity in team unity.

Finally, this study presented some suggestions regarding the parenting and developing child’s creativity for parents and teacher, and the suggested direction of future research.