臺灣人文及社會科學引文索引資料庫系統

:::

詳目顯示

回上一頁
第 1 筆 / 總合 1 筆   第一頁 上一頁 下一頁 最後一頁
/1頁
題名：國內運用創造力教學模式對學生創造力影響之後設分析
書刊名：特殊教育研究學刊
作者：蕭佳純 引用關係
作者(外文)：Hsiao, Chia-chun
出版日期：2019
卷期：44:3
頁次：頁93-120
主題關鍵詞：後設分析；創造力；創造力教學；階層線性模式；Meta-analysis；Creativity；Creativity teaching；Hierarchical linear modeling
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(0) 博士論文(0) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:0
  • 共同引用共同引用:161
  • 點閱點閱:4
本研究旨在後設分析臺灣2007年至2018年間，38篇有關創造力教學模式（包含創造力教學／創造思考教學／創造性問題解決教學）之相關研究作一量化的統整，結合階層線性模式（HLM）的分析技術，希冀對創造力教學相關模式之推動成果獲致較明確的結論。並且進一步探討不同文件性質、樣本性質、不同研究方法、不同研究性質對創造力影響之差異。結果顯示，創造力教學的教學總效果為低度效果量，提供創造力教學融入能提升學生創造力的依據，再次驗證近10年來，以創造力為題的教學方案，對創造力產生正向立即的影響，更能客觀地解釋其成效。除此之外，出版類型、研究設計、領域科目、研究工具、教育階段是影響創造力教學成效的重要調節變項，有對照組的研究設計其效果量大於無對照組，在領域科目上，仍是以「自然與生活科技」此一領域的實驗效果量較佳；在研究工具方面，以威廉斯測驗的研究效果量較佳，表示使用該測驗可以看出創造力或創造思考教學的效果達顯著。而在教育階段，以中年級的效果較佳，低年級的效果最差，也符合創造力發展的歷程。
Purpose: The influence of a teacher's creative teaching on students and the teacher is a popular issue in educational administration and research on curriculum and instruction. Relevant studies are numerous. From the aspect of research methodology, some relevant creative teaching problems are worth thinking. For instance, following questions are rather difficult to answer. Does teachers' creative teaching present effects (influence)? If so, which subject and what type of students is it used for? What kind of creative teaching behaviors would be more effective? What is the generality? How is the variability? Accordingly, in addition to applying traditional literature review to the research, the use of quantitative meta-analysis for integrating past research results might be able to comprehensively inspect the questions. Multilevel analysis has become a popular research issue domestically and internationally. Methods: Based on the innovation and breakthrough of methodology, multilevel meta-analysis is utilized in this study for integrating relevant studies so as to discuss the effectiveness of creative teaching models. In this case, it does not simply achieve the purpose of literature integration but presents the value of statistical methodology application and promotion. As a result, a quantitative integration of 38 pieces of research on creativity teaching models (including creativity teaching / creative thinking teaching / creative problem-solving teaching) in Taiwan during 2007-2018 is preceded meta-analysis in this study. With the combination of hierarchical linear modeling (HLM), it is expected to acquire more definite conclusions about the promotion of creativity teaching models. Furthermore, the effects of various document properties, sample properties, research methods, and research properties on creativity are discussed. Results/Findings: The results reveal low total creativity teaching effect for the reference for the integration of creativity teaching into the promotion of students' creativity. It also verifies the positive and immediate effect of creativity based teaching programs on creativity in the past decade to more objectively explain the effectiveness. Moreover, type of publication, research design, area and subject, research tool, and education stage are important moderators on the effectiveness of creativity teaching. Research design with control groups is comparatively stricter; the experimental effects in the area of ＂science and technology＂ are better; and, research with Williams test appears better effects, showing good reliability of the test. In terms of education stage, middle-age graders present better effects, while lower graders show the worst effects. It also conforms to the creativity development process. Conclusions/Implications: As a result, ＂meta-analysis＂ combined with the analysis of Hierarchical Linear Modeling (HLM) is used in this study for the quantitative integration of learning outcomes with creative teaching models (including creativity teaching/creative thinking teaching/creative problem-solving teaching) domestically, expecting to acquire a definite conclusion for the learning effectiveness with creative teaching models.
期刊論文
1.劉仿桂(20100600)。臺灣兒童與青少年人際關係團體輔導成效之後設分析研究。諮商輔導學報，22，63-104。new window  延伸查詢new window
2.Amabile, T. M.(1995)。Attributions of creativity: What are the consequences?。Creativity Research Journal，8(4)，423-436。  new window
3.林季玲、楊淑晴(20090700)。生死態度之教學成效的後設分析。課程與教學，12(3)，107-128。new window  延伸查詢new window
4.劉世南、郭誌光(20030300)。創造力實踐的基礎建設--評量方法的發展。資優教育，86，10-20。  延伸查詢new window
5.Claxton, A. F.、Pannells, T. C.、Rhoads, P. A.(2005)。Developmental trends in the creativity of school-age children。Creativity Research Journal，17(4)，327-335。  new window
6.Sternberg, R. J.(1999)。Successful intelligence: A broader view of who is smart in school and in life。International Schools Journal，17，19-31。  new window
7.Torrance, E. P.(1968)。A longitudinal examination of the fourth grade slump in creativity。Gifted Child Quarterly，12(4)，195-199。  new window
8.江美惠(20051200)。創造性問題解決教學方案對資優學生創造力及問題解決能力影響之研究。資優教育研究，5(2)，83-106。  延伸查詢new window
9.Besançon, M.、Lubart, T.(2008)。Differences in the development of creative competencies in children schooled in diverse learning environments。Learning and Individual Differences，18(4)，381-389。  new window
10.Birdi, K. S.(2005)。No Idea? Evaluating the effectiveness of creativity training。Journal of European Industrial Training，29(2)，102-111。  new window
11.Smith, G. J.、Carlsson, I. M.(1985)。Creativity in middle and late school years。International Journal of Behavioral Development，8(3)，329-343。  new window
12.Talarico, J. M.、Rubin, D. C.(2007)。Flashbulb memories are special after all; In phenomenology, not accuracy。Applied Cognitive Psychology，21(5)，557-578。  new window
13.Benedek, M.、Fink, A.、Neubauer, A. C.(2006)。Enhancement of ideational fluency by means of computer-based training。Creativity Research Journal，18(3)，317-328。  new window
14.Kahai, S. S.、Sosik, J. J.、Avolio, B. J.(2003)。Effects of Leadership Style, Anonymity, and Rewards on Creativity-Relevant Processes and Outcomes in An Electronic Meeting System Context。The Leadership Quarterly，14(4/5)，499-524。  new window
15.Wang, C. W.、Chen, M.、Horng, R. W.、Huang, C. Y.、Li, H. P.(2004)。Case studies of implementation of Web-based group decision support system and creativity training in organizations。Taiwan Management Journal，4(3)，357-378。  new window
16.Miller, G. F.、Tal, I. R.(2007)。Schizotypy versus openness and intelligence as predictors of creativity。Schizophrenia Research，93(1-3)，317-324。  new window
17.潘裕豐(2005)。創造過程論與創造思考的技巧。創造思考教育，15，30-40。  延伸查詢new window
18.王文宜、闕月清、周建智(20101200)。創思教學對不同身體動覺能力學生創造力之影響。運動研究，19(2)，42-52。new window  延伸查詢new window
19.邱皓政(20051200)。創造力的測量與共識衡鑑。教育資料集刊，30，267-298。new window  延伸查詢new window
20.Scott, G. M.、Leritz, L. E.、Mumford, M. D.(2004)。The Effectiveness of Creativity Training: A Quantitative Review。Creativity Research Journal，16(4)，361-388。  new window
21.Glass, G. V.(1976)。Primary, Secondary, and Meta-Analysis of Research。Educational Researcher，5(10)，3-8。  new window
22.Elliot, A. J.、Thrash, T. M.(2001)。Achievement goals and the hierarchical model of achievement motivation。Educational Psychology Review，13(2)，139-156。  new window
23.蕭佳純(20150300)。國小學童科學創造力成長歷程之縱貫性分析。科學教育學刊，23(1)，23-51。new window  延伸查詢new window
24.Lietz, P.(2006)。A meta-analysis of gender differences in reading achievement at the secondary school level。Studies in Educational Evaluation，32(4)，317-344。  new window
25.蕭佳純(20170300)。科學創造力課程成效之縱貫性分析。科學教育學刊，25(1)，47-73。new window  延伸查詢new window
26.張萬烽、鈕文英(20101100)。美國身心障礙學生考試調整策略成效之後設分析。特殊教育研究學刊，35(3)，27-50。new window  延伸查詢new window
27.秦夢群、吳勁甫(20131200)。校長轉型領導與教師組織承諾之關係研究：多層次取向之後設分析。教育學刊，41，1-48。new window  延伸查詢new window
28.廖遠光、許宛琪(20101100)。以創意思考教學提升學生學業成就之後設分析。教育研究月刊，199，23-31。new window  延伸查詢new window
29.Cohen, D. K.、Raudenbush, S. W.、Ball, D. L.(2003)。Resources, instruction, and research。Educational Evaluation and Policy Analysis，25(2)，119-142。  new window
30.葉玉珠、葉玉環、李梅齡、彭月茵(20061000)。以創作性戲劇教學啟發幼兒創造力之行動研究。師大學報．教育類，創造力特刊，1-27。new window  延伸查詢new window
31.吳秀娟、潘裕豐(20071200)。主題統整教學對國小學童創造力、問題解決能力及學業成就的影響之研究。資優教育研究，7(2)，71-103。  延伸查詢new window
32.李秀姿、陳昭儀(20071200)。創造性戲劇教學對國小資優生創造力與人際溝通影響之研究。資優教育研究，7(2)，19-46。  延伸查詢new window
33.陳玉樹(20081000)。創造力訓練課程成效分析：準Solomon四組設計。課程與教學，11(4)，187-212。new window  延伸查詢new window
34.鄭英耀、李育嘉、劉昆夏(20080300)。科展績優教師教學行為與學童創造力、問題解決能力之關係。教育與心理研究，31(1)，1-30。new window  延伸查詢new window
35.錢昭君、張世彗(20101200)。心智圖法寫作教學方案對國小學生創造力及寫作表現之影響。特殊教育學報，32，79-99。new window  延伸查詢new window
36.趙志揚、劉丙燈、張彩珠、邱紹一(20101200)。高職「專題製作」課程融入技術創造力教學成效之研究。高雄師大學報．教育與社會科學類，29，51-71。new window  延伸查詢new window
37.劉以慧、張德永(20121100)。高齡創造力教學方案之行動研究。新北市終身教育，5，34-42。  延伸查詢new window
38.Jenson, W. R.、Clark, E.、Kircher, J. C.、Kristjansson, S. D.(2007)。Statistical reform: Evidence-based practice, meta-analyses, and single subject designs。Psychology in the Schools，44(5)，483-493。  new window
39.Denson, N.、Seltzer, M. H.(2011)。Meta-analysis in higher education: An illustrative example using hierarchical linear modeling。Research in Higher Education，52(3)，215-244。  new window
40.Wang, S. Y.、Parrila, Rauno、Cui, Ying(2011)。Examining the effectiveness of peer-mediated and video-modeling social skills interventions for children with autism spectrum disorders: A meta-analysis in single-case research using HLM。Research in Autism Spectrum Disorders，5(1)，562-569。  new window
41.Preckel, F.、Zeidner, M.、Goetz, T.、Schleyer, E. J.(2008)。Female "big fish" swimming against the tide: The "big-fish-little-pond effect" and gender-ratio in special gifted classes。Contemporary Educational Psychology，33(1)，78-96。  new window
42.Nowak, C.、Heinrichs, N.(2008)。A comprehensive meta-analysis of triple P-positive parenting program using hierarchical linear modeling: Effectiveness and moderating variables。Clinical Child and Family Psychology Review，11(3)，114-144。  new window
43.Kim, J.、Suen, H. K.(2003)。Predicting children's academic achievement from early assessment scores: a validity generalization study。Early Childhood Research Quarterly，18(4)，547-566。  new window
44.白雲霞(20120600)。以創造思考行動策略幫助國小師資生創作社會學習領域教學遊戲之行動研究。彰化師大教育學報，21，75-106。new window  延伸查詢new window
45.許芫甄、劉光夏(20150600)。國小創造思考色彩教學課程設計與實踐之行動研究。教師專業研究期刊，9，57-82。  延伸查詢new window
46.游幸蓉(20150900)。創造思考教學融入國小生活課程對學生創造力成效之影響。教育研究論壇，6(2)，183-206。new window  延伸查詢new window
47.游健弘(20031200)。CoRT創造思考教學對國小資優班學生語文創造能力學習成效之研究。資優教育研究，3(2)，37-63。  延伸查詢new window
48.趙志揚、張彩珠、林致瑋、劉丙燈(20151100)。高級中等學校教師心理賦權、學校組織創新氛圍、校長賦權領導與教師創造力教學行為關聯性之研究。教育政策論壇，18(4)=56，131-171。new window  延伸查詢new window
49.蔡其蓁(20111000)。創造力教學之行動研究：以幼兒藝術課程為例。南台學報，36(2)，31-47。  延伸查詢new window
50.Beghetto, R. A.(2006)。Creative selfefficacy: Correlates in middle and secondary students。Creativity Research Journal，18(4)，447-457。  new window
51.Eris, O.、Chachra, D.、Chen, C.、Sheppard, S.、Ludlow, L.、Rosca, C.、Bailey, T.、Toye, G.(2010)。Outcomes of a longitudinal administration of the persistence in engineering survey。Journal of Engineering Education，99(4)，371-395。  new window
52.Garaigordobil, M.(2006)。Intervention in creativity with children aged 10and 11years: Impact of a play program on verbal and graphic-figural creativity。Creativity Research Journal，18(3)，329-345。  new window
53.Gersten, R.、Vaughn, S.(2001)。Meta-analysis in learning disabilities: Introduction to the special issue。The Elementary School Journal，101(3)，247-249。  new window
54.King. L.、Gruland, S. T.(2007)。Creativity and experience of a creative task: person and environment effects。Journal of Research in Personality，41(6)，1252-1259。  new window
55.Martindale, C.(2007)。Creativity, primordial cognition, and personality。Personality and Individual Differences，43(7)，1777-1785。  new window
56.Romina, M. J. P.、Paul, C. B.(2004)。Measuring cognitive and dispositional characteristics of creativity in elementary student。Creativity Research Journal，16(4)，421-429。  new window
57.Isaksen, Scott G.、Parnes, Sidney J.(1985)。Curriculum planning for creative thinking and problem solving。The Journal of Creative Behavior，19(1)，1-29。  new window
58.吳政達、陳芝仙(20060600)。國內有關國中小校長教學領導研究之後設分析。教育學刊，26，47-83。new window  延伸查詢new window
59.Witziers, Bob、Bosker, Roel J.、Krüger, Meta L.(2003)。Educational leadership and student achievement: The elusive search for an association。Educational Administration Quarterly，39(3)，398-425。  new window
60.蕭佳純(20121100)。國小學生內在動機、學科知識與創造力表現關聯之研究：教師創造力教學的調節效果。特殊教育研究學刊，37(3)，89-113。new window  延伸查詢new window
61.馬信行(2007)。後設分析之方法論問題之探討。αβγ量化研究學刊，1(1)，170-183。  延伸查詢new window
62.蕭佳純(20111200)。學校創新氣氛、教師內在動機與教師創意教學表現關聯之研究：多層次調節式中介效果之探討。當代教育研究季刊，19(4)，85-125。new window  延伸查詢new window
63.Dollinger, S. J.(2007)。Creativity and conservatism。Personality and Individual Differences，43(5)，1025-1035。  new window
研究報告
1.鄭英耀、王文中、張川木(2003)。科學創意教學實驗與教材發展--以國小自然科為例 (計畫編號：NSC 91-2522-S-110-003)。高雄市：國立中山大學教育研究所。  延伸查詢new window
學位論文
1.Huang, T. Y.(2005)。Fostering creativity: A meta-analytic inquiry into the variability of effects(博士論文)。Texas A&M University，Texas。  new window
2.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
圖書
1.Goldstein, H.(2011)。Multilevel statistical models。John Wiley & Sons。  new window
2.Smith, G. J.、Carlsson, I. M.(1990)。The creative process: A functional model based on empirical studies from early childhood to middle age。Madison, CT：International Universities Press。  new window
3.教育部(2002)。創造力教育白皮書--打造創造力國度。臺北：教育部。  延伸查詢new window
4.Parnes, S. J.(1967)。Creative Behavior Guidebook。New York：Scribner's。  new window
5.Treffinger, D. J.、Isaksen, S. G.(1992)。Creative problem solving: an introduction。Center for Creative Learning。  new window
6.Cohen, J.(1988)。Statistical power analysis for the behavior sciences。Hillsdale, NJ：Lawrence Erlbaum。  new window
7.張世彗(20070000)。創造力：理論、技法與教學。臺北：五南。new window  延伸查詢new window
8.吳靜吉、曾敬梅、王涵儀、林志哲、林偉文(2004)。台灣創造力教育實施現況。台北：教育部。  延伸查詢new window
9.Guilford, J. P.(1977)。Way beyond the I. Q.。Buffalo, NY：Creative Education Foundation and Bearly Limited。  new window
10.Williams, F. E.(1970)。Classrom ideas for encouraging thinking and feeling。New York, NY：D.O.K.。  new window
11.Xiaofeng, S. L.(2013)。Statistical Power Analysis for the Social and Behavioral Sciences。Taylor & Francis。  new window
12.陳龍安(2006)。創造思考教學的理論與實際。心理。  延伸查詢new window
13.黃寶園(2006)。心理與教育研究法。華立圖書股份有限公司。  延伸查詢new window
14.Csikszentmihalyi, M.(1996)。Creativity: Flow and the psychological discovery and invention。HarperCollins Publishers。  new window
15.Rosenthal, Robert(1991)。Meta-analytic procedures for social research。Sage Publications。  new window
16.Hox, Joop J.(2010)。Multilevel Analysis: Techniques and Applications。Routledge。  new window
其他
1.Scope, E. E.(1999)。A meta-analysis of research on creativity: The effects of instructional variables。  new window
圖書論文
1.Runco, M. A.(2005)。Motivation, competence, and creativity。Handbook of competence and motivation。New York：The Guilford Press。  new window
2.Kyriakides, L.、Creemers, B. P. M.(2010)。Meta-analysis of effectiveness studies。Methodological advances in educational effectiveness research。New York, NY：Routledge。  new window
 
 
 
 
第一頁 上一頁 下一頁 最後一頁 top
:::
1. 創造性探究教學模組對高中社團學生科學探究能力、科學創造力與科學學習動機之影響
2. 大學生品味、創意自我效能、廚藝創造力關係之研究
3. 國民小學校長空間領導及其影響之研究
4. 幼兒數學自主學習創新教學模式之行動研究
5. 南部地區國小校長正向領導與學校效能關係之研究—以教師心理資本、學校翻轉教學為中介變項
6. 大學生生命意義感、正向情緒、生活適應與心理幸福感關聯之研究
7. 國民小學學校氣氛、行政職務教師自我效能、工作倦怠與組織承諾關係之研究
8. 技術型高中商管群專題製作課程應用翻轉學習教學模式之研究
9. 國小學生寫作調查及整合性寫作教學模式之建構與驗證
10. 高中教師情緒智力、情緒勞務、組織支持、 心理資本與工作滿意度關係之研究
11. 公立高級中等學校校長轉型領導、教師專業承諾、教師工作滿意與學校效能關係之研究
12. 大學生品味能力、創意自我效能與個人創意 關係之研究：創意支持的影響
13. 不同發展階段的創造性潛能與傾向潛在組型及創意自我效能中介效果
14. 學生美感經驗、創意自我效能與創造力之研究:教師創造力教學的多層次調節式中介效果
15. 我國技術型高中機械科學生創造性人格特質及教師創造力教學對學生技術創造力影響之研究—以學校組織創新氣氛為調節變項
 
無相關著作
 
QR Code
QRCODE

臺灣人文及社會科學引文索引資料庫

目前上線人數：457（臺灣：450，外國：7） ／ 本年度總使用人次：1586744 ／ 訪客人次（自102年09月）：67404499
國家圖書館著作權聲明 Copyright © 2013 All rights reserved.
本館地址: 100201臺北市中山南路20號． 本館地圖及交通資訊．
總機：(02)23619132．最佳瀏覽解析度為1024x768以上