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題名 繪本創作融入美感教學對於國小學生創造力之影響
The Influence of Integrating Picture Book Creation into Aesthetic Teaching on the Creativity of Elementary School Students作者 吳香緗
Wu, Hsiang-Hsiang貢獻者 林巧敏
Lin, Chiao-Min
吳香緗
Wu, Hsiang-Hsiang關鍵詞 繪本創作
創造力
美感教學
視覺藝術創作
Picture book creation
Creativity
Aaesthetics education
Visual art creation日期 2023 上傳時間 6-Jul-2023 16:22:07 (UTC+8) 摘要 本研究的目的在探討繪本創作融入美感教學對於國小學生創造力學習的影響。研究採兩組前-中-後測的準實驗研究法，以45名國小六年級學生為研究對象，於藝術與人文課程實施為期八週的課程研究，分別為四週的「一般藝術與人文課程教學」以及四週的「繪本創作融入美感教學」。本研究以「陶倫斯創造思考測驗圖形版」進行創造力測試分數，比較前中後測結果，瞭解學生創造力的改變；並輔以課後訪談瞭解學生對於「一般藝術與人文課程教學」和「繪本創作融入美感教學」兩種不同教學方式的感受與看法；進而透過「視覺藝術創作展現評析表」的前中後測分數進行獨立樣本t檢定(independent sample t-test)，瞭解學生在藝術領域中創作表現。綜合結果，本研究結論如下：一、在進行「一般藝術與人文課程教學」後，學生在陶倫斯創造思考測驗的平均得分降低，前後測分數未達顯著差異；在進行「繪本創作融入美感教學」後，學生在陶倫斯創造思考測驗的平均得分提高，前後測分數亦達顯著差異。二、「繪本創作融入美感教學」課程內容難度稍難，但進步感受也較多，且多數學生最後以「繪本創作融入美感教學」作為最喜歡的選擇。三、「一般藝術與人文課程教學」在生活中有良好的應用機會，「繪本創作融入美感教學」課程對於創造力有具體化的學習體驗，二項課程均帶給學生良好的學習歷程感受。四、「一般藝術與人文課程教學」和「繪本創作融入美感教學」對於學生視覺藝術創作展現中的「色彩與元素」、「技法與表現」與「作品傳達」有相同的助益。
The purpose of this study is to investigate the effects of integrating picture book creation with aesthetic education on the creativity learning of elementary school students. A quasi-experimental research design with pre-test, mid-test, and post-test was adopted, and 45 sixth-grade elementary school students were recruited as participants. An eight-week curriculum study was conducted as part of the formal art and humanities courses, which included four weeks of "general art and humanities education" and four weeks of "integrating picture book creation with aesthetic education.In this study, paired sample t-tests were used to examine the changes in students` creativity using the Torrance Tests of Creative Thinking Figural Form (TTCT-F) in pre-test, mid-test, and post-test. After the eight-week curriculum study, post-interviews were conducted to understand students` perceptions and opinions of the two different teaching methods, namely, general art and humanities education and integrating picture book creation with aesthetic education. In addition, independent sample t-tests were performed using the Visual Art Creation Exhibition and Evaluation form in pre-test, mid-test, and post-test to evaluate students` artistic performance. Based on the results, the conclusions of this study are as follows:1.After the "general art and humanities education" curriculum, students` average score on the Torrance Tests of Creative Thinking decreased, but there was no significant difference in pre- and post-test scores. After the "integrating picture book creation with aesthetic education" curriculum, students` average score on the Torrance Tests of Creative Thinking increased significantly.2.The "integrating picture book creation with aesthetic education" curriculum was slightly more challenging, but students reported feeling a greater sense of improvement, and most students chose it as their favorite option.3.The "general art and humanities education" curriculum has good opportunities for application in daily life, while the "integrating picture book creation with aesthetic education" curriculum provides concrete learning experiences for creativity. Both curricula provided students with positive learning experiences.4.Both "general art and humanities education" and "integrating picture book creation with aesthetic education" had similar benefits in students` visual art creation exhibition, including "color and elements," "techniques and expressions," and "conveying messages"參考文獻 一、中文部分于承平（2013）。學校推動美感教育之探討。學校行政，84，101-117。方淑貞（2010）。FUN的教學：圖畫書與語文教學。心理出版。毛連塭、郭有遹、陳龍安、林幸台（2000）。創造力研究。心理出版。王千倖（2004）。繪本教學在師資培育上的應用-以 [班級經營] 為例。教育研究集刊，50(1)，205-234。王文科、王智弘（2020）。教育研究法。五南圖書出版股份有限公司。王淑娟（2003）。兒童圖畫書創造思考教學提升學童創造力之行動研究[未出版之碩士論文]。國立臺南大學教管所。何三本（2008）。幼兒文學。台灣五南圖書出版股份有限公司。李乙明（2006）。陶倫斯創造思考測驗圖形版指導手冊。心理出版。李坤崇（2004）。綜合活動學習領域概論。心理出版。李孟芬（2008）。畫說阿美族國小文化繪本創作教學研究[未出版之碩士論文]。國立花蓮教育大學視覺藝術教育研究所。李錫津（1987）。創造思考教學對高職學生創造力發展之影響。國立臺灣師範大學教育研究所集刊，337-358。阮佳瑩（2004）。兒童創造性繪本教學模式之行動研究[未出版之碩士論文]。 國立嘉義大學視覺藝術研究所。周文敏（2004）。「創造性圖畫書教學」對國小學童創造力與繪畫表現之研究 [未出版之碩士論文]。國立中山大學教育研究所。松居直（2010）。幸福的種子。福建教育：学前教育，6，61-63。林幸台、王木榮（1994）。威廉斯創造力測驗指導手冊。心理出版。林宥榕（2009）。圖畫書教學對國小教師創造力教學及學童創造力表現之影響[未出版之碩士論文]。國立臺灣師範大學創造力發展碩士在職專班。林美琴、穆醑煙（2007）。手製繪本快樂玩：從手製繪本愛上閱讀與寫作【進階版】。天衛文化。林真美（1999）。在繪本花園裡-幼兒的閱讀之窗。天衛文化。林敏宜（2000）。圖畫書的欣賞與應用。心理出版。林慈瑋（2008）。創造思考繪本教學對國小學童創造力影響之研究[未出版之碩士論文]。國立臺北教育大學社會科教育學系。林禎川（2002）。國小四年級學童對LeoLionni故事繪本主題詮釋之研究[未出版之碩士論文]。國立嘉義大學國民教育研究所。范曉慧（2006）。兒童色彩知覺之應用研究與圖畫書創作[未出版之碩士論文]。 銘傳大學設計創作研究所。徐秀菊（2004）。視覺文化的人文關懷:繪本教學運用於藝術人文領域之探究。2004藝術教育國際研討會[視覺文化‧終身學習] 研討會，臺北，台灣。徐季玲（2003）。別小看我，我也會讀書。喜信網路雜誌。徐庭蘭、郭靜緻（2007）。創造性藝術教學活動對幼兒園大班幼兒創造力表現影響。藝術學報，80，165-184。徐素霞（2002）。兒童圖畫書的圖像特質與文字表現。台灣兒童圖畫書導賞， 41-48。國立台灣藝術教育館。張世彗（2013）。創造力: 理論, 技法與教學。台灣五南圖書出版股份有限公司。張玉成（1983）。教師發問技巧及其對學生創造思考能力影響之研究。教育部教育計畫小組。張玉佩（2002）。創造力可以教嗎? 談影響創造力發展的相關因素。資優教育季刊，84，22-30。張春興（2007）。教育心理學：三化取向的理論與實踐 (重修二版)。東華書局。梁賀翔（2009）。繪本創作教學研究—以研習活動為例[未出版之碩士論文]。國立花蓮教育大學視覺藝術教育研究所。許馨文（2016）。「繪本創作教學方案」對幼兒創造力之影響[未出版之碩士論文]。國立臺灣師範大學創造力發展碩士在職專班。陳龍安（1984）。創造思考教學模式的建立與驗證[未出版之博士論文]。國立臺灣師範大學教育研究所。陳璐茜（2004）。繪本發想教室-Lucy手製繪本教學1。雄獅圖書股份有限公司。陳嬿如（2008）。創造性繪本教學方案對國小低年級學生創造力之影響[未出版之碩士論文]。國立臺灣師範大學教育心理與輔導學系。教育部（2003）。創造力教育白皮書。教育部（2018）。十二年國民基本教育課程綱要─藝術領域。黃秀雯、徐秀菊（2004)。繪本創作之創意思考教學研究—從觀察, 想像到創意重組。藝術教育研究，8，29-71。賈馥茗（1976）。英才教育。開明出版。廖子陵（2015）。繪本創作研究—以操作書設計為例[未出版之碩士論文]。明道大學設計學院碩士班。蔡秀真（2019）。臺灣環境教育之兒童繪本創作與研究─以污水處理廠為例[未出版之碩士論文]。中原大學環境工程學系。鄭明進（1996）。認識兒童讀物插畫。天衛。蘇振明（1998）。認識兒童讀物插畫及其教育性。美育月刊，91，1-10。蘇振明（2002）。圖畫書的定義與要素。載於徐素霞（編）。臺灣兒童圖畫書導賞(13-15頁)。國立臺灣藝術教育館。二、外文部分Barron, F. 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Non-test ways of identifying the creatively gifted. Gifted Child Quarterly, 6(3), 71-75.Torrance, E. P. (1964). Role of Evaluation in Creative Thinking. Bureau of Educational Research, University of Minnesota Minneapolis.Torrance, E. P. (1969). Creativity (Vol. 13). Bensenville, IL: Dimensions Publishing Company.Torrance, E. P., Safter, H. T., & Ball, O. E. (1992). Torrance Tests of Creative Thinking: Figural A and B: to be Used in Conjunction with the TTCT Norms-technical Manual. Streamlined Scoring Guide. Scholastic Testing Service, Incorporated.Vong, K. L. (2008). Evolving Creativity new pedagogies for young children in China. Stoke on Trent, UK ; Serling, USA : Trentham Books Ltd.White, M. L. (1975). A structural description of picture storybooks. Elementary English, 52(4), 495-502.Wiles, J. (1985). The mind of invention: Activities to stimulate creative thinking. The Journal of Design Research, 3, 184-193.Williams, J. D., Harlow, S. D., & Borgen, J. S. (1971). Creativity, dogmatism, and arithmetic achievement. The Journal of psychology, 78(2), 217-222. 描述 碩士
國立政治大學
圖書資訊學數位碩士在職專班
110913004資料來源 http://thesis.lib.nccu.edu.tw/record/#G0110913004 資料類型 thesis dc.contributor.advisor 林巧敏 zh_TW dc.contributor.advisor Lin, Chiao-Min en_US dc.contributor.author (Authors) 吳香緗 zh_TW dc.contributor.author (Authors) Wu, Hsiang-Hsiang en_US dc.creator (作者) 吳香緗 zh_TW dc.creator (作者) Wu, Hsiang-Hsiang en_US dc.date (日期) 2023 en_US dc.date.accessioned 6-Jul-2023 16:22:07 (UTC+8) - dc.date.available 6-Jul-2023 16:22:07 (UTC+8) - dc.date.issued (上傳時間) 6-Jul-2023 16:22:07 (UTC+8) - dc.identifier (Other Identifiers) G0110913004 en_US dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/145741 - dc.description (描述) 碩士 zh_TW dc.description (描述) 國立政治大學 zh_TW dc.description (描述) 圖書資訊學數位碩士在職專班 zh_TW dc.description (描述) 110913004 zh_TW dc.description.abstract (摘要) 本研究的目的在探討繪本創作融入美感教學對於國小學生創造力學習的影響。研究採兩組前-中-後測的準實驗研究法，以45名國小六年級學生為研究對象，於藝術與人文課程實施為期八週的課程研究，分別為四週的「一般藝術與人文課程教學」以及四週的「繪本創作融入美感教學」。本研究以「陶倫斯創造思考測驗圖形版」進行創造力測試分數，比較前中後測結果，瞭解學生創造力的改變；並輔以課後訪談瞭解學生對於「一般藝術與人文課程教學」和「繪本創作融入美感教學」兩種不同教學方式的感受與看法；進而透過「視覺藝術創作展現評析表」的前中後測分數進行獨立樣本t檢定(independent sample t-test)，瞭解學生在藝術領域中創作表現。綜合結果，本研究結論如下：一、在進行「一般藝術與人文課程教學」後，學生在陶倫斯創造思考測驗的平均得分降低，前後測分數未達顯著差異；在進行「繪本創作融入美感教學」後，學生在陶倫斯創造思考測驗的平均得分提高，前後測分數亦達顯著差異。二、「繪本創作融入美感教學」課程內容難度稍難，但進步感受也較多，且多數學生最後以「繪本創作融入美感教學」作為最喜歡的選擇。三、「一般藝術與人文課程教學」在生活中有良好的應用機會，「繪本創作融入美感教學」課程對於創造力有具體化的學習體驗，二項課程均帶給學生良好的學習歷程感受。四、「一般藝術與人文課程教學」和「繪本創作融入美感教學」對於學生視覺藝術創作展現中的「色彩與元素」、「技法與表現」與「作品傳達」有相同的助益。 zh_TW dc.description.abstract (摘要) The purpose of this study is to investigate the effects of integrating picture book creation with aesthetic education on the creativity learning of elementary school students. A quasi-experimental research design with pre-test, mid-test, and post-test was adopted, and 45 sixth-grade elementary school students were recruited as participants. An eight-week curriculum study was conducted as part of the formal art and humanities courses, which included four weeks of "general art and humanities education" and four weeks of "integrating picture book creation with aesthetic education.In this study, paired sample t-tests were used to examine the changes in students` creativity using the Torrance Tests of Creative Thinking Figural Form (TTCT-F) in pre-test, mid-test, and post-test. After the eight-week curriculum study, post-interviews were conducted to understand students` perceptions and opinions of the two different teaching methods, namely, general art and humanities education and integrating picture book creation with aesthetic education. In addition, independent sample t-tests were performed using the Visual Art Creation Exhibition and Evaluation form in pre-test, mid-test, and post-test to evaluate students` artistic performance. Based on the results, the conclusions of this study are as follows:1.After the "general art and humanities education" curriculum, students` average score on the Torrance Tests of Creative Thinking decreased, but there was no significant difference in pre- and post-test scores. After the "integrating picture book creation with aesthetic education" curriculum, students` average score on the Torrance Tests of Creative Thinking increased significantly.2.The "integrating picture book creation with aesthetic education" curriculum was slightly more challenging, but students reported feeling a greater sense of improvement, and most students chose it as their favorite option.3.The "general art and humanities education" curriculum has good opportunities for application in daily life, while the "integrating picture book creation with aesthetic education" curriculum provides concrete learning experiences for creativity. Both curricula provided students with positive learning experiences.4.Both "general art and humanities education" and "integrating picture book creation with aesthetic education" had similar benefits in students` visual art creation exhibition, including "color and elements," "techniques and expressions," and "conveying messages" en_US dc.description.tableofcontents 第一章 緒論 1第一節 研究背景與動機 1第二節 研究目的 4第三節 研究問題 4第四節 名詞釋義 5第五節 研究範圍與限制 6第二章 文獻探討 7第一節 繪本創作與繪本教學 7第二節 創造力之內涵與評量 14第三節 繪本創作融入美感教學與創造力之相關研究 22第三章 研究方法與設計 26第一節 研究方法 26第二節 研究對象及場域 27第三節 研究設計 28第四節 研究工具 34第五節 研究流程與實施步驟 47第六節 研究資料分析 49第四章 研究結果與討論 52第一節 繪本創作融入美感教學對學生創造力的影響 52第二節 繪本創作融入美感教學對學生視覺藝術創作的影響 55第三節 學生對繪本創作融入美感教學課程的感受與看法 58第五章 結論與建議 71第一節 結論 71第二節 建議 75第三節 未來研究建議 76參考文獻 78附錄一：教學活動教案設計(一般課程教學-手做卡片) 84附錄二：教學活動教案設計(繪本融入教學-手做繪本) 92附錄三：繪本故事創作架構 100附錄四：視覺藝術創作展現評析表 102附錄五：訪談前言陳述與大綱 105附錄六：家長(監護人)同意書 106 zh_TW dc.format.extent 3095195 bytes - dc.format.mimetype application/pdf - dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0110913004 en_US dc.subject (關鍵詞) 繪本創作 zh_TW dc.subject (關鍵詞) 創造力 zh_TW dc.subject (關鍵詞) 美感教學 zh_TW dc.subject (關鍵詞) 視覺藝術創作 zh_TW dc.subject (關鍵詞) Picture book creation en_US dc.subject (關鍵詞) Creativity en_US dc.subject (關鍵詞) Aaesthetics education en_US dc.subject (關鍵詞) Visual art creation en_US dc.title (題名) 繪本創作融入美感教學對於國小學生創造力之影響 zh_TW dc.title (題名) The Influence of Integrating Picture Book Creation into Aesthetic Teaching on the Creativity of Elementary School Students en_US dc.type (資料類型) thesis en_US dc.relation.reference (參考文獻) 一、中文部分于承平（2013）。學校推動美感教育之探討。學校行政，84，101-117。方淑貞（2010）。FUN的教學：圖畫書與語文教學。心理出版。毛連塭、郭有遹、陳龍安、林幸台（2000）。創造力研究。心理出版。王千倖（2004）。繪本教學在師資培育上的應用-以 [班級經營] 為例。教育研究集刊，50(1)，205-234。王文科、王智弘（2020）。教育研究法。五南圖書出版股份有限公司。王淑娟（2003）。兒童圖畫書創造思考教學提升學童創造力之行動研究[未出版之碩士論文]。國立臺南大學教管所。何三本（2008）。幼兒文學。台灣五南圖書出版股份有限公司。李乙明（2006）。陶倫斯創造思考測驗圖形版指導手冊。心理出版。李坤崇（2004）。綜合活動學習領域概論。心理出版。李孟芬（2008）。畫說阿美族國小文化繪本創作教學研究[未出版之碩士論文]。國立花蓮教育大學視覺藝術教育研究所。李錫津（1987）。創造思考教學對高職學生創造力發展之影響。國立臺灣師範大學教育研究所集刊，337-358。阮佳瑩（2004）。兒童創造性繪本教學模式之行動研究[未出版之碩士論文]。 國立嘉義大學視覺藝術研究所。周文敏（2004）。「創造性圖畫書教學」對國小學童創造力與繪畫表現之研究 [未出版之碩士論文]。國立中山大學教育研究所。松居直（2010）。幸福的種子。福建教育：学前教育，6，61-63。林幸台、王木榮（1994）。威廉斯創造力測驗指導手冊。心理出版。林宥榕（2009）。圖畫書教學對國小教師創造力教學及學童創造力表現之影響[未出版之碩士論文]。國立臺灣師範大學創造力發展碩士在職專班。林美琴、穆醑煙（2007）。手製繪本快樂玩：從手製繪本愛上閱讀與寫作【進階版】。天衛文化。林真美（1999）。在繪本花園裡-幼兒的閱讀之窗。天衛文化。林敏宜（2000）。圖畫書的欣賞與應用。心理出版。林慈瑋（2008）。創造思考繪本教學對國小學童創造力影響之研究[未出版之碩士論文]。國立臺北教育大學社會科教育學系。林禎川（2002）。國小四年級學童對LeoLionni故事繪本主題詮釋之研究[未出版之碩士論文]。國立嘉義大學國民教育研究所。范曉慧（2006）。兒童色彩知覺之應用研究與圖畫書創作[未出版之碩士論文]。 銘傳大學設計創作研究所。徐秀菊（2004）。視覺文化的人文關懷:繪本教學運用於藝術人文領域之探究。2004藝術教育國際研討會[視覺文化‧終身學習] 研討會，臺北，台灣。徐季玲（2003）。別小看我，我也會讀書。喜信網路雜誌。徐庭蘭、郭靜緻（2007）。創造性藝術教學活動對幼兒園大班幼兒創造力表現影響。藝術學報，80，165-184。徐素霞（2002）。兒童圖畫書的圖像特質與文字表現。台灣兒童圖畫書導賞， 41-48。國立台灣藝術教育館。張世彗（2013）。創造力: 理論, 技法與教學。台灣五南圖書出版股份有限公司。張玉成（1983）。教師發問技巧及其對學生創造思考能力影響之研究。教育部教育計畫小組。張玉佩（2002）。創造力可以教嗎? 談影響創造力發展的相關因素。資優教育季刊，84，22-30。張春興（2007）。教育心理學：三化取向的理論與實踐 (重修二版)。東華書局。梁賀翔（2009）。繪本創作教學研究—以研習活動為例[未出版之碩士論文]。國立花蓮教育大學視覺藝術教育研究所。許馨文（2016）。「繪本創作教學方案」對幼兒創造力之影響[未出版之碩士論文]。國立臺灣師範大學創造力發展碩士在職專班。陳龍安（1984）。創造思考教學模式的建立與驗證[未出版之博士論文]。國立臺灣師範大學教育研究所。陳璐茜（2004）。繪本發想教室-Lucy手製繪本教學1。雄獅圖書股份有限公司。陳嬿如（2008）。創造性繪本教學方案對國小低年級學生創造力之影響[未出版之碩士論文]。國立臺灣師範大學教育心理與輔導學系。教育部（2003）。創造力教育白皮書。教育部（2018）。十二年國民基本教育課程綱要─藝術領域。黃秀雯、徐秀菊（2004)。繪本創作之創意思考教學研究—從觀察, 想像到創意重組。藝術教育研究，8，29-71。賈馥茗（1976）。英才教育。開明出版。廖子陵（2015）。繪本創作研究—以操作書設計為例[未出版之碩士論文]。明道大學設計學院碩士班。蔡秀真（2019）。臺灣環境教育之兒童繪本創作與研究─以污水處理廠為例[未出版之碩士論文]。中原大學環境工程學系。鄭明進（1996）。認識兒童讀物插畫。天衛。蘇振明（1998）。認識兒童讀物插畫及其教育性。美育月刊，91，1-10。蘇振明（2002）。圖畫書的定義與要素。載於徐素霞（編）。臺灣兒童圖畫書導賞(13-15頁)。國立臺灣藝術教育館。二、外文部分Barron, F. 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