創造思考教學融入繪畫創作對幼兒學習成就與創造力之探究

Abstract

本研究旨在探討應用創造思考教學於繪畫創作活動後，對提升幼兒繪畫上的學習成就與創造力表現之影響。研究對象為臺北市某公立附設幼兒園的5至6歲混齡班幼生，總計一個班級，共26名幼生。本研究為教學實驗，採「單組受試者設計」，研究設計流程為：「前測」—「一般教學階段」—「中測」—「教學實驗階段」—「後測」，總計進行6週12次的教學課程；研究工具使用「幼兒圖形創造力測驗」、自編「幼兒學習成就表現評量表」等。蒐集量化數據後，以相依樣本Ｔ檢定進行資料分析與驗證假設，另整理幼生繪畫創作學習單、學習回饋紀錄表等質性資料輔助結果分析。研究結果顯示，在學習成就表現上，教學實驗階段組在「任務偏好」、「關注認同」以及「總得分」之統計數據上皆達顯著差異；在幼兒圖形創造力測驗方面，教學實驗階段組與一般教學階段組在「流暢力」、「變通力」、「獨創力」以及「總得分」之統計數據上皆達顯著差異。從研究結果與幼生學習回饋來看，本研究之教學設計對學齡前幼兒在繪畫學習上的學習成就與創造力表現有顯著的影響與教學成效。研究者也根據研究結果提出以下教學建議：(1) 應用腦力激盪法與曼陀羅思考法於教學活動中有助於提升學生創造力之展現 (2)未來在學習成就「自我表現」的項度評量可改以詢問之方式進行填答，以期更貼近學生內在自我表現之學習狀況；在未來研究建議：本研究之學習成就表現量表僅適用於繪畫創作之學習面向，期能發展一套更廣泛及全面性地針對學齡前幼兒所適用且完善之學習成就評量工具，以作為未來教學研究使用。This study aimed to investigate the impact of implementing creative thinking instruction in drawing activities on enhancing learning achievements and creativity in preschoolers. The study participants were a mixed-age class of 5- to 6-year-old children from a public kindergarten in Taipei City, consisting of a total of 26 children in one class. A ‘single-group experimental design’ was utilized in a teaching experiment, comprising a ‘pre-test,’ a ‘general teaching phase,’ a ‘mid-test,’ a ‘teaching experiment phase,’ and a ‘post-test’ over a six-week period with 12 instructional sessions. Research instruments included the ‘Children's Graphic Creativity Test’ and a self-designed ‘Children’s Learning Achievement Performance Assessment.’ Quantitative data were collected and analyzed using a paired-sample t-test, while qualitative data, such as children's painting worksheets and learning feedback forms, were organized to supplement the results. The research findings revealed that the experimental group displayed significant differences in ‘task preference,’ ‘focused attention,’ and ‘overall scores’ during the teaching experiment phase, indicating improved learning achievement. According to the result of ‘Children's Graphic Creativity Test’, the experimental group exhibited statistical significance in ‘luency,’ ‘flexibility,’ ‘originality,’ and ‘overall scores’ compared to the general teaching phase. Based on the results and children's feedback, the instructional design had a notable impact on preschool children's learning achievements and creativity in painting. Based on research findings, the researcher proposes the following instructional recommendations: (1) incorporating brainstorming and Mandala thinking techniques into teaching activities has been shown to effectively enhance students' creativity.; (2) to better assess students' internal self-expression learning experiences, a questioning method should be used for future assessments of the "self-expression" dimension in learning achievement. Furthermore, the learning achievement performance scale used in this study focuses specifically on the aspect of painting creation. It is recommended that forthcoming research prioritize the development of a comprehensive assessment tool designed to evaluate learning achievement performance across diverse domains within preschoolers for use in future teaching research.