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題名：融合後設認知之創造思考教學方案在師資培育課程之應用
書刊名：新竹師院學報
作者：柯志恩 引用關係
作者(外文)：Ko, Chih En
出版日期：2004
卷期：19
頁次：頁13-43
主題關鍵詞：後設認知；創造思考；創思教學模式；師資培育；Creative thinking；Metacognition；Creative teaching approach；Teacher education
原始連結：連回原系統網址new window
相關次數：
  • 被引用次數被引用次數:期刊(4) 博士論文(0) 專書(1) 專書論文(1)
  • 排除自我引用排除自我引用:4
  • 共同引用共同引用:73
  • 點閱點閱:65
讓學生具有創意的思維及問題解決的能力，可以說是當前教育所強調的重點。目前，「培養中小學生的創造力」之相關實證研究雖然受到重視，但推行成果卻未達到預期標準。教師本身在實際教學上缺乏教學創造力可說是框限學生原創力思考的一大因素。改善教師的心智模式，特別是將進入教育職場之職前教師，使其具有反思之後設認知技能，可以說是在提昇師生創造思維上，提供另一參照脈絡。 據此，本研究擬將一套以後設認知技能為導向的創思教學方案，應用於師資培育課程中，讓淡江大學修讀國小教育學程最後一年之師資生能習得創造思考相關技能。藉由觀察、後設對話導向之深度晤談、焦點訪談、文件分析來探究這些師資生本身後設認知技能的運用，並進一步檢視，經過此歷程所建構的創造思考教學方案，在未來實施的可行性為何，並提出修正建議，以作為這一波師資培育創造思考課程品質提昇之參考。
Improving students'ability of Creative Thinking and Problem Solving is the main focus stressed in today's education. Currently, the experimental researches related to the topic of cultivating the creativity of the students have been taken into serious attention; however, the result of the execution has yet reached the expected level. The lack of creativity in teaching is one of the major factors restricting the creative thinking of students. Changing teachers'mental structure to construct them with the ability of the metacognitive skills provides a thread enhancing the level of Creative Thinking for teachers and students. Based upon the above, this study will use the teachers of preservice teacher in TamKang University as our subjects, and be carried out by adopting the method of action research. The study will use participant-observer style、metacognitive dialogue oriented in-depth interview、focus group、and document analysis to investigate how teachers to use the metacognitive skills, such as self-planning、self-selecting、self-awareness、self-monitoring、and self-tuning, on the development of their creative teaching strategy. Furthermore, the study will examine the effect of executing the creative teaching approach constructed by going through the above procedures, then using this to put forward an amended proposition as a reference for the program of improving the quality of creative teaching manpower.
期刊論文
1.Ebert, E. S.(1994)。The cognitive spiral: Creative thinking and cognitive processing。Journal of Creative Behavior，28(4)，275-290。  new window
2.Lin, Xiaodong、Lehman, James D.(1999)。Supporting learning of variable control in a computer-based biology environment: Effects of prompting college students to reflect on their own thinking。Journal of Research in Science Teaching，36(7)，837-858。  new window
3.Lin, X.(2001)。Designing metacognitive activities。Educational Technology Research and Development，49(2)，23-40。  new window
4.Jacobs, J. E.、Paris, Scott G.(1987)。Children's Metacognition about Reading: Issues in Definition, Measurement, and Instruction。Educational Psychologist，22(3/4)，255-278。  new window
5.Haller, E. P.、Child, D. A.、Walberg, H. J.(1988)。Can comprehension be taught? A quantitative syntheses of metacognitive studies。Educational Research，17(9)，5-8。  new window
6.Myers, M.、Paris, S. G.(1978)。Children's metacognitive knowledge about reading。Journal of Educational Psychology，70(5)，680-690。  new window
7.Amabile, T. M.(1998)。Motivational synergy: Toward new conceptualizations of intrinsic and extrinsic motivation in the workplace。Human Resource Management Review，3(3)，185-201。  new window
8.唐偉成、江新合(19980900)。以問題解決為導向的教學理念與模式。屏師科學教育，8，12-28。  延伸查詢new window
9.汪榮才(19950600)。國小學生之後設認知與科學文章閱讀理解。國民教育研究集刊，1，81-139。  延伸查詢new window
10.周進洋、韓承靜(19990600)。心智表徵與創造思考。科學與教育學報，3，1-25。  延伸查詢new window
11.柯華葳(19940600)。問題解決教學模式及其在環境教育上的應用。科學教育學刊，2(1)，1-37。new window  延伸查詢new window
12.陳李綢(19860500)。國中學生認知能力與創造力的關係研究。教育心理學報，19，85-104。new window  延伸查詢new window
13.陳淑絹(19930600)。創造性問題解決訓練課程對高中學生語文創造思考、科學能力及科學相關態度的影響。中華心理學刊，35(1)，33-42。new window  延伸查詢new window
14.崔夢萍(19991000)。資訊教育中的創造思考學習歷程--理論探討與研究之分析。課程與教學，2(4)，9-26+145。new window  延伸查詢new window
15.Pirolli, P. L.、Bielaczyc, Katerine、Brown, A. L.(1995)。Training in Self-explanation and Self-regulation Strategies: Investigating the Effects of Knowledge Acquisition Activities on Problem Solving。Cognition and Instruction，13(2)，221-252。  new window
16.Feldhusen, J. F.(1995)。Creativity: A knowledge base, metacognitive skills, and personality factors。Journal of Creative Behavior，29(4)，255-268。  new window
17.Herrenkohl, L. R.、Palincsar, A. S.、DeWater, L. S.、Kawasaki, K.(1999)。Developing scientific communities in classrooms: A sociocognitive approach。Journal of the Learning Sciences，8(3/4)，451-494。  new window
18.Guilford, J. P.(1975)。Varieties of Creative Giftedness, Their Measurement and Development。Gifted Child Quarterly，19(2)，107-121。  new window
19.O'Neil, H. F.、Abedi, J.(1996)。Reliability and validity of a state metacognitive inventory: Potential for alternative assessment。Journal of Educational Research，89(4)，234-245。  new window
20.Kramarski, Bracha、Mevarech, Zemira R.、Lieberman, Adiva(2001)。Effects of multilevel versus unilevel metacognitive training on mathematical reasoning。Educational Research，94(5)，292-300。  new window
21.Flavell, John H.(1979)。Metacognition and Cognitive Monitoring: A New Area of Cognitive-Developmental Inquiry。American Psychologist，34(10)，906-911。  new window
22.陳金燕、王麗斐(19981200)。諮商學習者在「自我覺察」課程之學習歷程與追蹤效果研究。中華輔導學報，6，116-153。new window  延伸查詢new window
23.張景媛(19920600)。自我調整、動機信念、選題策略與作業表現關係的研究暨自我調整訓練課程效果之評估。教育心理學報，25，201-243。new window  延伸查詢new window
24.Palincsar, A. S.、Brown, A. L.(1984)。Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities。Cognition and Instruction，1(2)，117-175。  new window
25.Schraw, G.、Moshman, D.(1995)。Metacognitive theories。Educational Psychology Review，7(4)，351-371。  new window
26.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
會議論文
1.Clark, R.(1992)。Metacognitive processes: Selecting and connecting。The meeting of the American Educational Research Association。San Francisco, CA。  new window
2.柯志恩(1999)。後設認知導向之實習教師效能訓練。教育實習的典範與實踐學術研討會，(會議日期: 1999年4月30至5月1日)。台北：國立台灣師範大學教育學系。  延伸查詢new window
3.Baird, J. R.、White, R. T.(1982)。Improving learning through enhanced metacognition: A classroom study。Annual Meeting of the American Educational Research Association。New Orleans, LA。  new window
研究報告
1.李明芬(1995)。後設認知的訓練與超媒體學習 (計畫編號：NSC84-2413-H-194-004)。  延伸查詢new window
2.林清山、張景媛(1993)。國中生後設認知、動機信念與數學解題策略之關係暨數學應用題教學策略效果之評估 (計畫編號：NSC 82-0301-H003-006)。  延伸查詢new window
圖書
1.陳龍安(1991)。創造思考教學的理論與實際。臺北：心理出版社。  延伸查詢new window
2.Simonton, D. K.(1988)。Scientific genius: a psychology of science。New York：Harvard University Press。  new window
3.Phye, G. D.、Andre, T.(1986)。Cognitive classroom learning: Understanding, thinking, and problem solving。New York：Academic Press INC。  new window
4.Adey, P.、Shayer, M. J.(1994)。Really raising standards。London：Routledge。  new window
5.Cropley, A. J.(2001)。Creativity in education and learning: A guide for teacher and educators。London：Hogan Page。  new window
6.董奇(1995)。兒童創造力發展心理。臺北：五南圖書出版股份有限公司。  延伸查詢new window
7.Cropley, A. J.(1992)。More ways than one: Fostering creativity。Norwood, NJ：Ablex。  new window
8.Hacker, D. J.、Dunlosky, J.、Graesser, A. C.(1998)。Metacognition in educational theory and practice。Lawrence Erlbaum Associates。  new window
9.Swatrz, R.、Parks, S.(1994)。Infusion the Teaching of Critical and Creative Thinking into Content Instruction: A Lesson Design Handbook for the Elementary Grades。CA：Critical Thinking Press and Software。  new window
10.Nelissen, Jo M. C.、Tomic, W.(1996)。Representation and cognition。Heerlen, Netherlands：The MIT Press。  new window
11.Treffinger, D. J.、Isaksen, S. G.(1992)。Creative problem solving: an introduction。Center for Creative Learning。  new window
12.Peterson, G. W.、Sampson, J. P.、Reardon, R. C.(1991)。Career Development and Services: A Cognitive Approach。Pacific Grove, CA：Brooks/Cole。  new window
13.Nelson, T. O.(1992)。Metacognition: Core readings。Needham Heights, MA。  new window
14.黃瑞琴(1991)。質的教育研究方法。臺北巿：五南。  延伸查詢new window
15.張春興(1995)。張氏心理學辭典。台北：東華書局。  延伸查詢new window
16.Davis, G. A.、Rimm, S. B.(1994)。Education of the gifted and talented。Boston。  new window
17.Gagné, Robert Mills(1985)。The Conditions of Learning and Theory of Instruction。Holt, Rinehart & Winston, Inc.。  new window
18.Sternberg, Robert J.(1985)。Beyond IQ: A triarchic Theory of Human Intelligence。Cambridge University Press。  new window
19.Lincoln, Yvonna S.、Guba, Egon G.(1985)。Naturalistic Inquiry。Sage。  new window
20.Bruner, Jerome S.(1966)。Toward a theory of instruction。Harvard University Press。  new window
21.Sternberg, Robert J.、Lubart, Todd I.(1995)。Defying the Crowd: Cultivating Creativity in a Culture of Conformity。Free Press。  new window
22.張玉成(1993)。思考技巧與教學。臺北：心理。  延伸查詢new window
23.Bandura, A.、Wessels, S.(1997)。Self-efficacy: The exercise of self-control。New York：Freeman。  new window
24.Strauss, Anselm L.、Corbin, Juliet M.(1990)。Basics of qualitative research: Grounded theory procedure and techniques。Sage。  new window
其他
1.教育部(2001)。創造力白皮書，http://www.edu.tw/consultant/bbs/y0107.htm， 2001/04/20。  new window
圖書論文
1.Baker, L.、Brown, A. L.(1984)。Metacognitive skills and reading。Handbook of Reading Research。New York, NY：Longman。  new window
2.Borkowski, J. G.、Carr, M.、Rellinger, E.、Pressley, M.(1990)。Self-regulated Cognition: Interdependence of Metacognition, Attributions, and Self-esteem。Dimensions of thinking and cognitive instruction。Hillsdale：Lawrence Erlbaum Associates。  new window
3.Davidson, J. E.、Sternberg, R. J.(1998)。Smart problem solving: How metacognition helps。Metacognition in educational theory and practice。Mahweh, NJ：Lawrence Erlbaum Associates。  new window
4.Smith, M. S.(1995)。Getting Into and Out of Mental Rut: A Theory of Fixation, Incubation, and Insight。The nature of Insight。Cambrige：The MIT Press。  new window
5.Meichenbaum, D. H.、Asarnow J.(1979)。Cognitive-behavior modification and metacognitive development: Implications for the classroom。Cognitive-behavioral interventions: theory, researchand procedures。New York：Academic Press。  new window
6.Jay, E. S.、Perkins, D. N.(1997)。Problem Finding: The Search for Mechanism。The Creativity Research Handbook。Hampton press。  new window
7.Lubart, T. I.(1994)。Creativity。Thinking and Problem Solving。Academic Press。  new window
8.Sternberg, R. J.(1988)。A three-facet model of creativity。The nature of creativity。Cambridge University Press。  new window
9.Brown, A. L.、Campione, J. C.(1996)。Psychological learning theory and the design of innovative environments: On procedures, principles, and systems。Contributions of instructional innovation to understanding learning。Hillsdale, NJ：Lawrence Edbaum。  new window
10.Csikszentmihalyi, M.、Wolfe, R.(2000)。New conceptions and research approach to creativity: Implications of a systems perspective for creativity in Education。International handbook of giftedness and talent。New York：Elsevier。  new window
11.陳龍安(1985)。啓發創造思考的策略。創造性教學資料彙編。台北：教師教學研習中心。  延伸查詢new window
12.Brown, A. L.(1987)。Metacognition, executive control, self-regulation, and other more mysterious mechanisms。Metacognition, Motivation, and Understanding。Lawrence Erlbaum Associates, Inc.。  new window
13.Sternberg, R. J.、Lubart, T. I.(1999)。The concept of creativity: prospects and paradigms。Handbook of creativity。Cambridge University Press。  new window
 
 
 
 
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