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題 名 | 資訊科技融入視覺藝術教學對國小學童創造力影響之研究=A Study of the Effect of Infusing Information Technology into Visual Art Instruction on Elementary School Students' Creativity |
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作 者 | 劉建增; 李堅萍; | 書刊名 | 國教學報 |
卷 期 | 17 民94.09 |
頁 次 | 頁3-26 |
分類號 | 523.37 |
關鍵詞 | 資訊科技融入視覺藝術教學; 學童創造力; Infusing information technology into visual art instruction; Elementary school students' creativity; |
語 文 | 中文(Chinese) |
中文摘要 | 本研究旨在探討:資訊科技融入視覺藝術教學對國小學童創造力的影響。研究過程採用「不等的前測─後測控制組設計」之準實驗研究法,樣本取自台南縣永信國小六年級四個班級,隨機分派兩個班級為實驗組,另兩個班級則為控制組。實驗組66名學童接受為期十週共二十節的資訊科技融入視覺藝術的教學,而控制組70名學童則接受一般的視覺藝術教學。本研究以「威廉斯創造性思考活動」及「威廉斯創造性傾向量表」為研究工具。主要研究結果如下: 1.資訊科技融入視覺藝術教學的教學模式的確能顯著提升學童認知及情意領域的創造力。 2.在認知領域的創造力方面,除流暢力之外,接受資訊科技融入視覺藝術教學模式的實驗組學童在開放性、變通力、獨創力、精進力、標題及整體表現上,均顯著優於接受傳統視覺藝術教學模式的控制組學童。 3.在情意領域的創造力方面,接受資訊科技融入視覺藝術教學模式的實驗組學童在冒險性、好奇性、想像力、挑戰性及整體表現上,均顯著優於接受傳統視覺藝術教學模式的控制組學童。 |
英文摘要 | This research attempts to explore the effect of infusing information technology into visual art instruction on elementary school students’ creativity. This research was conducted under the standard experimental method “nonequivalent pretest-posttest control group design”, sampling from four sixth grade classes in Yung Shin elementary school in Tainan County. Two classes were random assigned to the experimental group, and the other two classes were assigned to the control group. The experimental group consisting of 66 students received 20 classes based on information technology infusing into visual art instruction for ten weeks, the control group consisting of 70 students received the regular visual art instruction. The researcher used the “Test of Divergent Thinking” and the “Test of Divergent Feeling” as the research instrument. The major outcomes of this research are summarized as follows: 1. The teaching model of infusing information technology into visual art instruction on the elementary school students can make significant progress on creative cognition and creative thinking and sensitivity. 2. Creative cognition: the scores of the “Test of Divergent Thinking” on total score, “openness”, “flexibility”, “originality”, “elaboration” and “headline” in the experimental group are superior to the control group, and they show significant difference. But there is no significant difference on “fluency” between two groups. 3. Creative thinking and sensitivity: the scores of the “Test of Divergent Feeling” on total score, “quality of adventure”, “quality of curiosity”, “quality of challenge”, and “quality of imagination” in the experimental group are superior to the control group , and they show significant difference. |
本系統中英文摘要資訊取自各篇刊載內容。