頁籤選單縮合
題名 | 臺北市國中高創造力學生的學業成績與教師評量(摘要) |
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作者姓名(中文) | 洪冬桂; | 書刊名 | 國立臺灣師範大學教育研究所集刊 |
卷期 | 16 1974.06[民63.06] |
頁次 | 頁497-501 |
關鍵詞 | 高創造力; 國中; 教師; 評量; 臺北市; 學生; 學業成績; |
語文 | 中文(Chinese) |
英文摘要 | On an attempt to investigate academic achievement and teacher evaluation of creative pupils in Junior high school in Taipei, three phases of investigation were made. They were: (1) to study the relationships of creativity and intelligence of junior high school pupils. (2) to compare academic achievement between pupils of high creativity and high intelligence. (3) to check teachers’ attitude toward creative pupils and their evaluation on those pupils. Subjects in this study were 1005 boys and girls sampled randomly from ninth grade in four junior high schools in Taipei. By administrating intelligence test and creative reasoning test, 279 pupils were selected. They were subdivided into three groups: 1.The high intelligence group including 57 boys and 54 girls. Their intlligence score was at the top 20% while their creativity score. was below 20% from the top. The high creativity group including 57 boys and 54 girls. Their creativity score was at the top 20% while their intelligence score was below the top 20%. 3. The double high group including 25 boys and 32 girls. Their scores were both high on intelligence and creativity. Tests of academic achievement and questionnaire regarding academic motivation were also given to each of the three groups. Their academic records of the first semester of ninth grade were collected for further investigation. In order to learn the teacher’s evaluation, 133 teachers from the same schools were questioned according to the research design. After analysis, the following results were found: (1) Intelligence test reveals convergent thinking while creativity test reveals divergent thinking. These two kinds of thinking differed but related to each other. Significant correlations were found between pupils scored in the middle. (2) Correlations of academic achievement and creativity were lower than with intelligence. Therefore pupi1s with high creativity scores had low academic achievement. (3) According to teachers, good pupils were those who behaved themselves in accordance with traditional moral conduct. The researcher suggests that teaching methods should de evaluated and improved, that teacher’s attitude toward pupils should be re-evaluated and changed to give more weight to creative pupils, and that creativity test should be composed to identify creativity in junior high school pupils. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。