查詢結果分析
相關文獻
- Cultivating Capabilities of Teachers in Promoting Student Creativity: Designing STS Exploratory Experiment
- 從實務導向的課程規劃培養高職學生的創造力
- 公務人力訓練的新趨勢--論創造力的開發與運用
- 創造力提升方法之研究
- 血染空白的一頁--從文學/藝術作品中「血」的意象談女性創造力
- 從康樂輔導啟發兒童的創造力
- 創造性問題解決教學方案對幼兒創造力、問題解決能力之影響
- 創作性紙影戲劇教學對國小學生創造力傾向之影響研究
- 開發科學創造力之教學策略研究--應用於國小自然科
- Parenting Styles, Family Dynamic System and Culture: Do They Influence Creativity?
頁籤選單縮合
題 名 | Cultivating Capabilities of Teachers in Promoting Student Creativity: Designing STS Exploratory Experiment=經由STS探究實驗設計培養教師開發學生之創造力 |
---|---|
作 者 | 王澄霞; | 書刊名 | Proceedings of the National Science Council : Part D, Mathematics, Science, and Technology Education |
卷 期 | 8:1 1998.01[民87.01] |
頁 次 | 頁45-53 |
分類號 | 521.4 |
關鍵詞 | STS探究實驗設計; 教師成長方案; 課程實驗試教; 創造力; Creativity; Performance-based assessment; STS exploratory experiment; Teacher development; |
語 文 | 英文(English) |
中文摘要 | 本研究培養教師,使具能透過STS探究實驗設計,開發學生之創造力。著者設計 具有彈性的課程架構,包括上述各項創造力要項的五層面與 22 過程之學習程序,作為主要 學習及評量內涵,並設計三層次教師成長方案,用於規劃學習活動。本研究進一步經由課程 實驗試教之行動研究、探究:(a) 找出創造之表現指標之證據;(b) 由上述設計之課程及教 師成長方案第一層次而培養教師之有效性。著者設計錨式模組,促使學生以小組及班級合作 學習模式,學習基本思考技法:腦力激盪、角色扮演、辯論和畫思考圖等之後分組。各小組 確定 STS 題目、設計探究實驗及鷹架策略,並向全班提出、接受全班的挑戰和批評。 帶動 小組答覆、辯論和修改。各小組輪流帶動班級活動,將成果以壁報展示,並由全班同學評鑑 之。整個過程以直接觀察、錄影記錄、學習歷程檔案、和同儕評量等方法搜集資料。資料經 分析後顯示: (1) 在流暢性評量方面: (a) 每一個人的擴散性思考能力是在正常範圍內; (b) 小組及班級學習提升擴散思考。(2) 柔軟性思考分為經驗取向、類比、分析、抽向四層 面; 所有小組以經驗取向思考為主 (包含生活及化學之實驗思考,顯示其專業背景 );(3) 個案小組之設計, 以 (a) 獨創性、(b) 具體性、(c) 科學思考、(d) 科學技能、(e) 吸引 注目性及 (f) 接受性評鑑。全班評定個案小組之設計符合 (f) 以外的所有基準。這些經驗 和成果能促進職前教師之創造力及培養其開發學生創造力。 |
英文摘要 | This study aimed to cultivate the capabilities of teachers in developing student creativity by designing STS exploratory experiments. A dynamic curriculum framework was designed including a five-phase learning procedure with 22 processes associated with creativity. The 22 processes included learning as well as assessment tasks used in: (a)finding evidence of creativity performance; and (b) evaluating the effectiveness of teacher development. A threer-stage teacher development program was also designed as a dynamic guideline for planning learning activities. Action research was conducted with a curriculum experimental trial to develop creativity and evaluate the effectiveness of the framework and stage 1 of the teacher development program. Video-based anchors were designed and used for small group and class cooperative learning about basic thinking skills: brainstorming, role playing, debating. and mapping. Each group identified an STS topic. designed an exploratory experiment with scaffolding strategies, and presented it to the class for challenge and criticism. The lead group defended, debated. and revised the material. Then, each group took turns leading class activities. The results were displayed as posters. which were evaluated by the class. The whole process was videotaped. Date from direct observation, video-taped records, portfolios, and peer assessments were analyzed. The results were as follows. (1)Fluency measurement showed (a) Fluency in divergent thinking of individuals was in a normal range. (b) Small group and class learning promoted divergent thinking. (2) Flexibility in thinking was analyzed in terms of four dimensions:experience based, analogical, analogical, abstract. For all the groups. experience based thinking (that related to life and chemistry experiments) was used predominately, reflecting the academic background of the participants, followed by the other dimensions in decreasing order. (3)The design of the case group was evaluated for (a) originality, (b) tangibility, (c) scientific thinking, (d) scientific skills, (e) dramatic value, and (f) acceptability. The class ruled that the design met all criteria but (f). The experiences and products substantially improved creativity and professional capabilities of the preservice teachers in developing learners' creativity. |
本系統中英文摘要資訊取自各篇刊載內容。