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題名：陶藝技能學習歷程中造形創作力的分流點與演進形式研究--以拉坯成形技術為例
書刊名：臺北市立大學學報. 人文社會類
作者：李堅萍 引用關係／林大維 引用關係／劉蕙儀
作者(外文)：Lee, Zen-pin／Lin, Dawei／Liu, Huei-yi
出版日期：2016
卷期：47:2
頁次：頁1-16
主題關鍵詞：造形創作力；技能演進；技能形式；Form creativity；Skill evolution；Psychomotor form
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:24
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技能是實現創作力的要件之一，文獻悉指稱高創作力必定有精熟技能；但在技能 成長歷程中，高低創作力是何時分流的呢？本研究以造形創作力為例，設定研究 目的為：探索高與低造形創作力大學生造形創作力的分流點與演進形式。經揀選 495 名學習陶藝的高造形創作力且技術精熟學生 196 名、低造形創作力且未習得技 能學生 131 名為研究對象，開發「造形創作力評量表」與「陶藝技能形式檢核表」 兩種研究工具，經信效度考驗，於技能學習歷程的第三、八、十三、十八週，分 別施測兩研究工具，獲取研究對象的造形創作力與技能形式。結論：(1) 第三層級 「技能性動作形式」為高與低造形創作力學生造形創作力成效的分流點。(2) 高造 形創作力學生之造形流暢力、造形變通力、造形獨創力、造形精進力等的演進形 式分別略呈反倒勾、浪紋、倒勾與斜升等四種線型。(3) 低造形創作力學生則分別 略呈斜 L、反浪紋、平線、斜降等四種線型。建議教師應於學習者學習技術的歷 程中，在對的時間點及時強化學習者的造形創作力。
Creativity is one of the basic elements of the innovation and skills, and it will be nothing without mastery skills. This study made form creativity for cases, set research purposes are: to explore the evolution model of form fluency, form flexibility, form originality, and form elaboration of (1) the excellent form creativity and mastery-skill students, and (2), and (3) the separated point of form creativity (total scores) of evolution model. From 495 examples of university students learned the ceramic craft skills, 196 excellent form creativity and masteryskill students, and 131 weak form creativity and non-skill students had been selected to be the last examples. This study developed two research tools: “Evaluation list of form creativity” and “Checklist of ceramic craft psychomotor form.” After 18-week instructions of ceramic craft skill, this study used “Evaluation list of form creativity” and “Checklist of ceramic craft psychomotor form” research tools to get form creativity and psychomotor forms of 196 and 131 examples at the 3rd, 8th, 13th, and 18th week. The conclusions are: (1) the separated point of form creativity (total scores) of evolution model is at the 3rd level psychomotor form. (2) The four evolution models of form fluency, form flexibility, form, form originality, and form elaboration of excellent form creativity and mastery-skill students are inversereverse-spoon line type, wave line type, reverse-spoon line type, and oblique ascension line type. (3) The four evolution models of form fluency, form flexibility, form, form originality, and form elaboration of weak form creativity and non-skill students are oblique L, inversewave, horizon, and oblique down line type. The suggestions are: teachers should strengthen the form creativity of learners at the right time point of skill learning process.
期刊論文
1.Huber, A. M.、Leigh, K. E.、Tremblay, K. R.(2012)。Creativity processes of students in the design studio。College Student Journal，46(4)，903-913。  new window
2.李堅萍(20010300)。Simpson、Harrow 與 Goldberger技能領域教育目標分類之比較研究。屏東師院學報，14(下)，675-709。new window  延伸查詢new window
3.van de Kamp, M. T.、Admiraal, W.、van Drie, J.、Rijlaarsdam, G.(2015)。Enhancing divergent thinking in visual arts education: Effects of explicit instruction of meta-cognition。British Journal of Educational Psychology，85(1)，47-58。  new window
4.Webb, A. N.、Rule, A. C.(2012)。Second graders' Recycled/Craft item products demonstrate life cycle content knowledge and creativity skills。Creative Education，3(4)，479-485。  new window
5.Turner, S.(2013)。Teachers' and pupils' perceptions of creativity across different key stages。Research in Education，89，23-40。  new window
6.Myszkowski, N.、Storme, M.、Davila, A.、Lubart, T.(2015)。Managerial creative problem solving and the big five personality traits。The Journal of Management Development，34(6)，674-684。  new window
7.Awamleh, H.、Al Farah, Y.、El-Zraigat, I.(2012)。The level of creative abilities dimensions according to Torrance formal test (B) and their relationship with some variables (sex, age, GPA)。International Education Studies，5(6)，138-148。  new window
8.Barone, M. J.、Lyle, K. B.、Winterich, K. P.(2015)。When deal depth doesn't matter: How handedness consistency influences consumer response to horizontal versus vertical price comparisons。Marketing Letters，26(2)，213-223。  new window
9.Biktagirova, G. F.、Kasimova, R. S.(2015)。Development of university students' creative abilities。Review of European Studies，7(5)，101-107。  new window
10.Charyton, C.、Jagacinski, R. J.、Merrill, J. A.、Clifton, W.、DeDios, S.(2011)。Assessing creativity specific to engineering with the revised creative engineering design assessment。Journal of Engineering Education，100(4)，778-799。  new window
11.Culp, M.(2015)。Diving into the creative realm。Art Education，68(3)，6-10。  new window
12.Idi, D. B.、Khaidzir, K. A. B. M.(2015)。Concept of creativity and innovation in architectural design process。International Journal of Innovation, Management and Technology，6(1)，16-20。  new window
13.Kim, Y. S.、Lee, S. W.、Kim, M. S.、Park, J. A.、Jeong, J. Y.(2011)。An exercise programme for cognitive elements of design creativity。Journal of Design Research，9(2)，185-202。  new window
14.李堅萍、游光昭、朱益賢(20081200)。國中科技教育運用Teresa M. Amabile工作動機原則與自我效能激發策略之研究。新竹教育大學教育學報，25(2)，129-159。new window  延伸查詢new window
15.Alese, O. D.、Hassan, M. A.(2011)。The role of women's creativity and innovations in the Nigerian informal sector of Oke Ogun zone。International Education Studies，4(3)，213-223。  new window
16.Al-kreimeen, R.(2014)。The relationship between individual creativity and selfregulation: From grade nine student's viewpoints in Jordan。International Proceedings of Economics Development and Research，78，85-90。  new window
17.Ness, R. B.(2015)。Promoting innovative thinking。American Journal of Public Health，105(S1)，S114-S118。  new window
會議論文
1.Wu, M.-J.、Li, K.-Y.、Hau, C.-S.(2011)。Technology creativity ability analysis for vocational high school students by data mining association rule。The Annual International Conference on Education & e-Learning。  new window
學位論文
1.Alkhenaini, N.(2013)。Fostering Creativity in Elementary School Art Education in Saudi Arabia through the Use of Selected Art Therapy Techniques(碩士論文)。The University of the Arts。  new window
2.Aish, D.(2014)。Teachers' beliefs about creativity in the elementary classroom(博士論文)。University of Pennsylvania。  new window
3.Lorfink, R. L.(2012)。Discovering connections between creativity and time management in twenty-first century teaching(博士論文)。Drexel University，Pennsylvania。  new window
4.Diteeyont, W.(2013)。Creativity and the development of technology integration skills of preservice teachers: A mixed methods study of online course activities(博士論文)。University of Northern Colorado，Indiana。  new window
5.Foreman, A.(2014)。A micro-ethnographic study of creative behavior of title 1 urban art students: How do context, collaboration and content play a role in the development of creativity?(博士論文)。Arizona State University，Arizona。  new window
6.Harrison, C. A.(2012)。The impact of the standards movement on creativity and imagination as perceived by fine arts teachers(博士論文)。Walden University。  new window
7.Danial, J. G.(2016)。Creativity and differentiation of self: A proposed resolution to the creativity crisis(博士論文)。Alliant International University。  new window
8.Gilmore, P. L.(2013)。Toward a stronger motivational theory of innovative performanc(博士論文)。George Mason University。  new window
9.Schoen, J. L. B.(2011)。Predicting individual creativity in organizations: Why do adults engage in creative activities?(博士論文)。Georgia Institute of Technology，Georgia。  new window
圖書
1.Amabile, Teresa M.(1996)。Creativity In Context: Update To The Social Psychology Of Creativity。Routledge。  new window
 
 
 
 
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