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題 名 | A Study on the Relationship among the Characteristics of Students of Creativity Courses in Universities of Science and Technology, Creative Knowledge Learning, and Creative Teaching Effectiveness=科技大學創意課程學生人格特質、創意知識學習和創意教學成效關係之研究 |
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作 者 | 沈翠蓮; 張家麟; | 書刊名 | 止善 |
卷 期 | 11 2011.12[民100.12] |
頁 次 | 頁3-12 |
分類號 | 524.4 |
關鍵詞 | 創意課程; 創意知識學習; 創意產品設計; 創意教師教學; Courses of creativity; Creative knowledge learning; Design of creative product; Creative instructor teaching; |
語 文 | 英文(English) |
中文摘要 | 本研究旨在探究科技大學創意課程學生的人格特質、知識學習和創意教學成效的關係,以及探析研究者經過一學期創意思維與設計課程實際教學後,指導學生組隊參加全國創意的發想與實踐競賽,榮獲最佳創業獎【Fun電娃娃娃】作品在創意知識轉化的學習表現。本研究方法採行量化問卷調查統計84位修課學生的創意人格特質和知識學習管理,質性分析教師教學創意課程檔案和學生創意作品成果。 綜合研究成果獲致以下結論:1. 創意課程學生創意人格特質和高創造力者人格特質表現有差異。2. 創意課程學生創意知識學習以團隊知識管理最佳。3. 有社團經驗的創意課程學生有助於團隊工作品質表現。4. 團隊凝聚力在團隊工作品質和團隊知識管理表現有差異。據上結論提出以下建議:1. 鼓勵創意課程團隊探索、分享和實作創意學習。2. 增強教師創意教學信念和策略。3. 充實學生顯性和隱性知識轉化能力。 |
英文摘要 | One of the purposes of this study mainly aimed at exploring the relationship among the characteristics of students of creativity courses in universities of science and technology, creative design knowledge in products, and creative teaching effectiveness. Moreover, the researchers, analyzed the work “Fun Electric Doll” about the Award of Best Entrepreneurship of the National Contest of Creativity. And, to observe and record students’ learning performance of transformation of creative knowledge was another purpose of this study. The methodology adopted by this research consists two approaches:1. Using quantitative questionnaire to investigate 84 students about creative knowledge learning management; 2.Using qualitative analysis to examine teachers’ file of creative instruction and measure the performance of students’ products. The conclusions as following: 1. The creative characteristics of students of creativity courses are different from those of people who are highly creative. 2. Students of creativity courses have best creative knowledge learning in ‘management of team knowledge’. 3. The experience of attending clubs of students of creativity courses enhances students’ performance of team work. 4. The level of bond of teams in the quality of teamwork is different from the one in the performance of team knowledge management. With the regard of all the above conclusions, the following suggestions included: 1. Encouraging teams in creative courses to discover, share and practice creative learning. 2. Consolidating instructors’ beliefs and strategies of creative instruction. 3. Promoting students’ capability of tacit and explicit knowledge transformation. |
本系統中英文摘要資訊取自各篇刊載內容。