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題名：國小資優班創造思考教學實施現況研究
書刊名：臺中師院學報
作者：詹秀美 引用關係
作者(外文)：Chan, Shiou-mei
出版日期：2005
卷期：19:1
頁次：頁47-72
主題關鍵詞：創造思考教學；創造思考能力；問題解決能力；自我實現；資優教育；Creativity teaching；Creative thinking；Problem-solving ability；Self-actualization；Gifted education
原始連結：連回原系統網址new window
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  • 共同引用共同引用:278
  • 點閱點閱:33
本研究的主要目的為：(1) 探討國小資優班實施創造思考教學的現況，(2) 探討國小資優班學生的創造思考表現。 研究對象為我國的國小資優班，樣本為取自台灣北、中、南三區的18 名資優班教師與212名資優班學生。研究工具為「創造思考教學量表」、「創造思考測驗」、「新編問題解決測驗」、「少年自我實現量表」和「威廉斯創造性傾向量表 」。 本研究的主要發現如下： 國小資優班教師普遍具備適當之創造思考教學基礎知識，但是創造思考教學實施上所需運用的進階知識和教學技巧仍有待充實。 國小資優班教師在創造思考教學實施上最主要的困難為環境條件，其次是教學實施方式。 資優班學生的創造思考能力、創造性傾向與問題解決能力皆優於普通班學生。
The purpose of this study was: (1) to investigate current status of creativity teaching in Taiwan elementary gifted classes; (2) to investigate the cognitive and affective creativity performance of gifted students from those gifted classes. The Inventory of Creativity Teaching was administered to 18 teachers of elementary gifted classes; while other four instruments, including Verbal Test of Creative Thinking, Test of Problem-Solving, Chinese Form of Williams Test of Creativity, and Scale of Self-Actualization for Adolescents, were administered to 212 grade 6 gifted students from those classes. The major findings of this study were as the following: The majority of the gifted class teachers had possessed proper basic concepts about creativity teaching, but still not enough in advanced knowledge and instructional skills. The main difficulty of implementing creativity teaching came from environmental obstacles; Students from gifted classes showed higher level of creative thinking ability, problem-solving ability and creative characteristics than that of those from regular classes.
期刊論文
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14.Gentry, M.、Rizza, M. G.、Gable, R. K.(2001)。Gifted students' perceptions of their class activities: Differences among rural, urban, and suburban student attitudes。Gifted Child Quarterly，45(2)，115-129。  new window
15.Joffe, W. S.(2001)。Investigating the acquisition of pedagogical knowledge: Interviews with a beginning teacher of the gifted。Roeper Review，23(4)，219-226。  new window
16.Landvogt, J.(2001)。Affecting eternity: Teaching for talent development。Roeper Review，23(4)，190-196。  new window
17.Leaper, D.(2000)。Developing an extension programme in mathematics。Gifted Education International，16(2)，150-157。  new window
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19.Mumford, M. D.、Decker, B. P.、Connelly, M. S.、Osburn, H. K.、Scott, G.(2002)。Beliefs and creative performance: Relationships across three tasks。Journal of Creative Behavior，36(3)，153-181。  new window
20.Pfeiffer, Steven I.(2003)。Challenges and opportunities for students who are gifted: What the experts say。Gifted Child Quarterly，47(2)，161-169。  new window
21.Purcell, J. H.、Burn, D. E.、Tomlinson, C. A.、Imbeau, M. B.、Martin, J. L.(2002)。Bridging the gap: Atool and technique to analyze and evaluate gifted education curricular units。Gifted Child Quarterly，46(4)，306-321。  new window
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23.Rosemarin, S.(2001)。The evaluation of a pullout program for gifted children in Israel。Gifted Education International，15(3)，316-324。  new window
24.Rosemarin, S.(2002)。Teachers attitudes towards giftedness--a comparison between American and Israeli teachers。Gifted Education International，16(2)，179-190。  new window
25.Schatz, E. M.、Buckmaster, L. R.(1984)。Development an instrument to measure self-actualizing growth in preadolescents。The Journal of Creative Behavior，18(4)，263-272。  new window
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27.Swiatek, M. A.、Lupkowski-Shoplik, A.(2003)。Elementary and middle school student participation in gifted programs: Are gifted students underserved?。Gifted Child Quarterly，47(2)，118-130。  new window
28.Van Tassel-Baska, J.(2001)。The talent development process: What we know and what we don't know。Gifted Education International，16(1)，20-28。  new window
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31.呂金燮(20000900)。資優兒童問題解決能力實作評量之建構研究。特殊教育研究學刊，19，279-308。new window  延伸查詢new window
32.林幸臺、張昇鵬、黃桂君、張英鵬、陳昭儀(19940600)。創造思考教學目標之研究。特殊教育研究學刊，10，303-318。new window  延伸查詢new window
33.De Souza Fleith, Denise(2000)。Teacher and student perceptions of creativity in the classroom environment。Roeper Review，22(3)，148-153。  new window
34.Hasirci, D.、Demirkan, H.(2003)。Creativity in LearningEnvironments: The Case ofTwo Sixth Grade Art-Rooms。Journal of Creative Behavior，37(1)，17-41。  new window
35.Montgomery, D.(2001)。Teaching the more able: An update。Gifted Education International，15(3)，262-280。  new window
36.Morgan, Sharon、Forster, Jill(1999)。Creativity in the classroom。Gifted Education International，14(1)，29-43。  new window
37.Strom, R. D.、Strom, P. S.(2002)。Changing the rules: education for creative thinking。The Journal of Creative Behavior，36(3)，183-200。  new window
38.Feldhusen, J. F.(1995)。Creativity: A knowledge base, metacognitive skills, and personality factors。Journal of Creative Behavior，29(4)，255-268。  new window
39.Cropley, Arthur J.(2000)。Defining and measuring creativity: Are creativity tests worth using?。Roeper Review，23(2)，72-79。  new window
40.王振德(19960600)。資優教育的師資培育。教育資料集刊，21，125-143。new window  延伸查詢new window
41.王振德(19960600)。國民中小學資優教育課程與教學實況調查研究。特殊教育研究學刊，14，207-227。new window  延伸查詢new window
42.Olszewski-Kubilius, P.(2000)。The transition from childhood giftedness to adult creative productiveness: Psychological characteristics and social supports。Roeper Review，23(2)，65-71。  new window
43.Sternberg, R. J.(2000)。Identifying and developing creative giftedness。Roeper Review，23(2)，60-64。  new window
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46.張昇鵬(19951200)。資賦優異學生後設認知能力與創造思考能力關係之研究。特殊教育研究學刊，13，221-240。new window  延伸查詢new window
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會議論文
1.吳武典(1998)。世界性的思維，本土化的行動--資優教育的發展與展望。資優教育二十五週年研討會，中華民國特殊教育學會主編 。台北。19-39。  延伸查詢new window
2.王振德(1998)。資優教育課程發展及其相關問題。資優教育二十五週年研討會，103-115。  延伸查詢new window
3.吳思華(2002)。台灣創造力教育發展與推動。創造能力課程開發國際學術研討會。台北：國立台北師範學院。91-99。  延伸查詢new window
4.林幸台(1998)。創造智能。資優教育教師專業知能研討會--多元智能與成功智能的理論與實務會議。中華資優教育學會。124-134。  延伸查詢new window
5.洪榮昭、林雅玲、林展立(2002)。國中小創意教師教學策略與成效之研究。創造能力課程開發國際學術研討會。臺北市：國立臺北師院學院。125-145。  延伸查詢new window
6.陳龍安(2002)。創造力訓練課程設計與實施。創造能力課程開發國際學術研討會。台北：國立台北師範學院。185-214。  延伸查詢new window
7.詹志禹(2002)。台灣地區中小學創造力教育的實況條件與政策推展。創造能力課程開發國際學術研討會，51-63。  延伸查詢new window
8.蔡典謨(1998)。充實模式之設計與實驗研究。資優教育二十五週年研討會，85-102。  延伸查詢new window
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10.吳靜吉(2002)。創造力的研究取向之回顧與展望。創造能力課程開發國際學術研討會，國立台北師範學院主辦 (會議日期: 2002年10月17日)。國立中央大學。7-20。  延伸查詢new window
研究報告
1.詹志禹(2001)。「創造力教育政策白皮書」子計畫：小學創造力教育政策與環境之評估。台北市：國立政治大學教育系。  延伸查詢new window
學位論文
1.王敏曄(1997)。教師對學生創意表現、創造力之歸因及相關因素之研究(碩士論文)。國立政治大學。  延伸查詢new window
2.彭瓊慧(2002)。我國資優教育研究之回顧與後設分析研究(碩士論文)。國立臺灣師範大學。  延伸查詢new window
3.施乃華(2002)。創造思考教學成效之後設分析(碩士論文)。國立彰化師範大學。  延伸查詢new window
4.林偉文(2002)。國民中小學學校組織文化、教師創意教學潛能與創意教學之關係(博士論文)。國立政治大學。new window  延伸查詢new window
5.呂素雯(2002)。自然科創造性問題解決教學對國小六年級學童問題解決能力、態度及學習成就之影響研究(碩士論文)。國立台北師範學院。  延伸查詢new window
圖書
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單篇論文
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圖書論文
1.Vernon, P. E.(1989)。The Nature-nurture Problem in Creativity。Handbook of Creativity: Perspectives on Individual Differences。New York, NY：Plenum。  new window
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3.王文科(1996)。亟待調整的資賦優教育異師資的培育策略。開創資優教育的新世紀。中華民國特殊教育學會：國立台灣師大特教系所。  延伸查詢new window
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10.蔡典謨(1999)。透過獨立研究培養知識的生產者。資優教育的全方位發展。  延伸查詢new window
11.Feldhusen, J. F.(1994)。Strategies for teaching the gifted。Comprehensive curriculum for gifted learners。Needham Heights, MA：Allyn and Bacon。  new window
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