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題 名 | 海峽兩岸中小學學生創造思考之比較:創造表現與創造歷程=A Comparison on Creative Thinking in Elementary and Secondary School Students between Taiwan and Mainland China: Performance and Processes |
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作 者 | 汪榮才; 蘇清守; 劉緬懷; | 書刊名 | 國民教育研究集刊. 臺南師院 |
卷 期 | 9 2003.10[民92.10] |
頁 次 | 頁1-70 |
分類號 | 523.36 |
關鍵詞 | 創造思考; 創造性問題解決; 創造表現; 後設認知歷程; Creative thinking; Creative problem solving; Creative performance; Metacognitive processes; |
語 文 | 中文(Chinese) |
中文摘要 | 本研究之目的在比較海峽兩岸中、小學生在自然科學創造性問題解決中之創造表現及創造歷程。本研究受試者為臺南市及南京市中、小學生共553人。他們需接受一份由本研究者所發展的「小學生自然科學創造性問題解決測驗」,或「中學生自然科學創造性問題解決測驗」,然後完成一份實作評量作業,繳交任課教師,參加科學創造競賽,評選出前三名及佳作,並由一位學科專家,就其實(試)驗設計之創意及嚴謹性評定成績。最後由晤談人員依據半結構性晤談問題表與科學創造競賽獲獎學生進行晤談,以瞭解其創造歷程。 本研究之結果如下: 1.兩岸中、小學生在自然科學創造性問題解決測驗之流暢性、變通性、及獨創性分數有顯著差異,唯其效標關聯強度不高,可知其實質上的差異不大。 2.兩岸中、小學生在自然科學創造問題解決之實作創意及實作嚴謹性分數無顯著差異。 3.兩岸中、小學生在自然科學創造性問題解決測驗各題之正確反應類型及錯誤反應類型部分相似,部分有差異。 4.兩岸中、小學生在創造歷程中多數受內在動機之激發,其創造歷程包括(1)事前評估(2)發現事實(3)產生觀念(4)選擇解題策略(5)執行與驗證,五個階段,並能充分運用後設認知策略。 |
英文摘要 | The Purpose of this study was to compare the differences in metacognitive processes and creative performance between students across strait. The subjects were 300 fifth grade students and 253 eighth grade students in Taiwan and Nanking. The "Creative Science Problem Solving Test" and the "Creative Science Problem Solving Homework Sheets" were administered. In order to understand their metacognitive processes in creative problem solving, and interview was conducted to some subjects who won the competition based on the evaluation of the problem solving homework. Their responses were tape recorded and transcribed into verbatim protocols. The transtribed protocols were analyzed based on a metacogntitive control coding system. The results indicated: 1. There were statistically significant differences in divergent thinking scores between students in Taiwan and Mainland China. However, the strength of association was trifling, and the statistical differences could be negligible. 2. There were no significant differences in performance scores on the "Creative Broblem Solving Homework Sheets "between students in Taiwan and Mainland China. 3. The responses patterns in creative problem solving were partly similar and partly different between students in Taiwan and Mainland China. 4. Most of the students, both in Taiwan and Mainland China, maintained intrinsic motivations in the creative processes which included five steps: (1) assessing the tasks and oneself; (2) facts and problem finding; (3) ideas finding; (4) solution finding; (5) executing and monitoring. |
本系統中英文摘要資訊取自各篇刊載內容。