創造思考教學融入國中綜合活動學習領域之研究—以「生活經營」主題軸為例

Abstract

本研究旨在探討創造思考教學融入國中綜合活動學習領域教學之實踐歷程，透過研究過程，以瞭解學生在創造思考能力的培養與生活實踐能力的提升情形。本研究採用行動研究法，以研究者任職學校之國中八年級學生31名為研究對象，進行九週的課程教學方案，並在教學過程中運用曼陀羅術與腦力激盪術融入綜合活動學習領域課程中。 本研究在成效的評估上，主要是透過教學觀察內容、教學省思札記、學習文件資料、訪談記錄等方式蒐集資料，並在實施、記錄後，進行資料統整與分析，藉此歸納出研究結果如下： 一、教師實施創造思考教學融入綜合活動學習領域課程時，課程規劃需以漸進的方式進行；支持性的教學情境將助長學生對創造思考教學的接受度；思考工具的運用有利於學生創造思考能力激發；不同性質的分組方式，會創造出不同的思考歷程與結果。 二、透過創造思考教學融入綜合活動學習領域課程後，學生運用創造思考教學策略是持正向肯定；透過策略的運用可提升學生創造思考能力；創造思考能力可經由訓練與學習而提升；學生經由創造思考策略提升生活實踐能力。 三、運用創造思考教學融入國中綜合活動學習領域，研究過程中會遇到許多困境，教師需更敏於覺察，並研擬因應之道，透過行動研究過程中的省思與修正，從中獲得個人專業成長。 本研究根據上述研究結論，提出具體建議，做為教師及未來相關研究之參考。This study aims to explore the practice process and influence of integrating teaching for creative thinking into integrative activities learning area of junior high school, so as to learn the students’ cultivation of creative thinking capability and improvement of life practice ability. Action research was applied in this study, and the study takes 31 Grade-8 students from the school where the researcher works at as the subjects. This is a nine-week curriculum teaching programme, and the mechanism of Mandala and Brainstorming Ways are integrated with integrative activity learning area. With the study mainly collects materials from teaching observation content, teaching reflection journal, learning file data, and interview records to evaluate effectiveness of this study. After evaluation processes, we collect data/ numbers and then perform analysis, calculation and statistics to conclude the following study findings: I、When integrating teaching for creative thinking into integrative activity learning area, teachers shall carry out the curriculum plan in a gradual way. Supportive teaching scenario will facilitate the students’ creative thinking ability. The thinking tools can help inspiring the students’ creative thinking ability, and different grouping, homogeneous grouping or heterogeneous Grouping, brings different thinking processes and results. II、After teaching for creative thinking is integrated into integrative activity learning area, the students agree this teaching strategy really helpful. This make us believe that creative thinking ability that can be improved by training and learning. The students’ creative thinking ability can be improved by the application of strategy and better life practice ability by creative thinking strategy. III、It may encounter many difficulties in integraing teaching for creative thinking into intergrative activity learning area of junior high school. The researcher shall be more sensitive and generate coutner proposal for any unexpected outcome. Through the reflection and correction in action research process, the researcher develop not only personal professional ability but also domain knowledge. This research would base on its results to make suggestions for teachers. These could also be used as examples for the authorities to do further research.