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Title: 創造思考教學方法對高職機械科學生創造力影響之研究-以實習課程為例
Other Titles: The Influence of Creative Thinking Instruction Plan on the Creativity of the Machinery Department of Senior Vocational High Schools
Authors: 黃金焜
Contributors: 郭秋勳 
Chu-Hsun Kuo
黃金焜
Chin-Kuen Huang
Keywords: 創造思考教學;創造力;高級職業學校;專業技能實習
Creative Thinking;Instruction;Creativity;Senior Vocational High;Schools;Professional Skill
Date: 2003
Issue Date: 2010-12-03
Description: 碩士
教育研究所
Abstract: 本研究旨在探討實施創造思考教學方法,對於高職機械科學生創造力之影響,並根據研究
發現,提出有助於提昇高職機械科學生創造力之教學策略具體建議。為有效達到研究目的
,本研究透過文獻探討建立研究理論基礎,採用準實驗設計研究法,進行每週二節為期兩
個月的機械科專業實習實驗教學。研究工具包括吳靜吉新編「創造思考語文及圖形測驗」
及研究者自編之「專業實習創造思考教學滿意度調查問卷」兩種。
本研究採用非隨機控制區組前後測實驗設計,實驗教學對象為國立大甲高工機械科二、三
年級學生,按原班級組別建制,分實驗組(採創造思考教學法)及控制組(採傳統教學法)進
行實驗。有效學生樣本共120名,所得資料以獨立樣本t考驗及單因子共變數分析進行統計
考驗。
經由上述研究設計,本研究獲得下述研究結果:
一、高職機械科學生專業實習課程實施創造思考教學方法後,實驗組及控制組學生,在吳
靜吉新編創造思考測驗後測分數獨立樣本t考驗中,圖形與語文之流暢力、變通力、獨創力
均未達顯著差異。表示參與實驗教學後,學生之創造力並沒有顯著提高。
二、高職機械科獲有不同證照(電腦繪圖、數控車床)之學生,於專業實習課程實施創造思
考教學方法後,在吳靜吉新編創造思考測驗後測分數獨立樣本t考驗差異顯著性考驗中,圖
形與語文之流暢力、變通力、獨創力均未達顯著差異。
三、在創造實驗教學方法中,高工學生最喜歡的教學單元依序為:
創意水力火箭設計>參觀創意發明展>機械設計創意競賽>創意專家演講>蒐尋、閱讀創
意資料。
根據以上研究發現,本研究提出下列二點建議:
一、高職學校宜鼓勵教師多採擇多元化課程設計,並將創造教學觀念融入於專業實習中。
二、高職學校宜加強各科領域課程之創造思考教學研究,鼓勵教師建構創意教學網站,提
供創造主題遠距討論平台,以豐富學生創意建構環境,增益其創意靈感與水平。
關鍵字:創造思考教學、創造力、高級職業學校、專業技能實習
The Influence of Creative Thinking Instruction Plan on the Creativity of the
Machinery Department of
Senior Vocational High Schools
Advisor: Chu-Hsun Kuo, Ph.D.
Author:Chin-Kuen Huang
Abstract
This study is to explore how to implement the creative thinking instruction to
influence the students’ creativity in the mechanics department of senior
vocational high schools. Then based on the researcher’s findings, the author
proposed some concrete instruction strategies to promote the students’
creativity.
To achieve effective research purpose, this researcher did some relative
literature review to set up a theoretical foundation. Meanwhile, he adopted
the “quasi-experimental design” to conduct his experiments two periods a
week on the professional practice instruction on the mechanics department for
two months. The research instruments consist of Dr. Ching-chi Wu’s creativity
measurement of “Creative Thinking Language and Graphs ”, and the researcher’
s self-designed questionnaire about “Teachers’ Creative Instruction for
Professional Practice and Their Students’ Satisfaction.”
The experimental design for this study was a quasi-experimental pretest and
post-test design. Experimental subjects were both the second-grade and the
third-grade students in the National Ta-Chia senior vocational high school.
The participants received the instruction experiments in their original
classes. During the experimental processes, all participants were divided into
two groups:the “experimental group” (who received the creative instruction
method) and the “control group” (who received the traditional instruction
method). Finally, the researcher got 120 valid samples from the participants,
and he used the t-test and the One-way Analysis of Covariance to analyze the
research data.
Based on the above research designs and procedures, the major findings of
this study are as follows:
1. After receiving the creative instruction methods, both participant students
from the experimental and control groups took Dr. Ching-chi Wu’s creativity
measurement of “Creative Thinking Language and Graphs ” test, but they didn’
t make significant progress in their graphic and verbal creativity, flexibility
, fluency, and originality. It means after receiving the creative experimental
instruction, students' creativity is not significantly promoted.
2. But the participant students, who had got the different certificates of “
computer drawing” or “ digital control lathe”, after receiving the creative
instruction methods, participants were arranged to take Dr. Ching-chi Wu’s
creativity measurement of “Creative Thinking Language and Graphs ” test. 
However, they didn’t make significant progress in their graphic and verbal
creativity, flexibility, fluency, and originality, either.
3. In the creative experimental instruction programs, the senior vocational
high school students preferred some creative instruction programs or designs.
Listed below are programs that selected by the students with their preference
in alphabetical order:
(1) The design of creative waterpower rocket. (2) The visit of creative
invention exhibition. (3) The competition of creative mechanical design. (4)
The speech of creative experts. (5) The collection and reading creative
information.
According to the above major findings, this study made the following two
suggestions:
1. Senior vocational high schools should encourage their teachers to adopt
multiple curriculum designs, and integrate creative instruction into their
professional practice instruction.
2. Senior vocational high schools should enhance the study on the creative
instruction among the inter-subjects and motivate teachers to set up their own
constructive and creative instruction websites to encourage students to create
and construct their learning environments and then promote their creative
inspiration and level.
Keywords: Creative Thinking Instruction, Creativity, Senior Vocational High
Schools, Professional Skill.
Appears in Collections:[Graduate Institute of Education] Dissertations and Theses

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