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題名 閱讀環境、玩興、父母創意教養與國小中、高年級學童科技創造力之關係
The Relationships among Reading Environment, Playfulness, Creative Parenting and Technological Creativity of the Third and Fifth Graders
作者 王昕馨
Hsin Hsin,Wang
貢獻者 葉玉珠
Yu-Chu,Yeh
王昕馨
Hsin Hsin,Wang
關鍵詞 國小、中高年級學童
科技創造力
閱讀環境
玩興
父母創意教養
elementary school
the third and fifth graders
technological creativity
reading environment
playfulness
creative parenting
日期 2006
上傳時間 17-Sep-2009 14:50:42 (UTC+8)
摘要 本研究旨在探討閱讀環境、玩興、父母創意教養與國小中、高年級學童科技創造力之關係。研究參與者來自台北市的國小中、高年級，有效樣本計374人。本研究所採用的研究工具包括「科技創造力測驗」、「家庭閱讀環境量表」、「班級閱讀環境量表」、「兒童玩興量表」及「父母創意教養量表」。資料分析所用之統計方法包括描述統計、單因子多變量變異數分析及線性結構模式分析。
本研究主要發現如下：
1.不同性別的三、五年級學童對家庭閱讀環境、班級閱讀環境、玩興的知覺皆無差異，但在父母創意教養的知覺上和科技創造力的表現上卻有差異。三、五年級女童對於父母創意教養的感知程度皆些微地優於男童；而三、五年級男童在整體創造力測驗上皆優於女童，且五年級男童比女童有更好的「視覺造型」表現。
2.不同年級的三、五年級學童在家庭閱讀環境、班級閱讀環境、玩興、父母創意教養的知覺程度上和科技創造力的表現上有顯著差異。五年級學童除了在科技創造力的表現上有高於三年級學童的傾向外，在閱讀環境、玩興、父母創意教養的知覺程度上皆有低於三年級學童的傾向。
3.三、五年級學童的家庭閱讀環境對其整體科技創造力表現分別有些微和明顯的正效果，而五年級學童在「精進力」指標的表現尤其顯著。
4.三年級學童的班級閱讀環境對其整體科技創造力表現有正效果，反之，五年級則無。而三年級學童在「視覺造型」指標的表現尤其顯著。
5.三、五年級學童的玩興對其整體科技創造力表現皆有正效果。三年級學童在「精進力」、「視覺造型」指標的表現較顯著，五年級則在「流暢力」、「精進力」上較顯著。
6.五年級學童的父母創意教養對其整體科技創造力表現有正效果，但三年級學童只對「視覺造型」指標之表現有正效果。而五年級學童在「精進力」指標之表現尤其顯著。
7.家庭閱讀環境、班級閱讀環境、玩興、父母創意教養似乎對三年級學童的「視覺造型」指標較有預測效果，而對五年級學童則是在「精進力」指標較有效果。
8.三、五年級學童皆透過閱讀環境、父母創意教養，先對玩興產生直接或間接效果，然後才對學童科技創造力產生間接的影響效果。
最後，本研究依據上述的研究結果進行討論，並提出相關建議，以供教育、心輔等相關人員在課程、教學與輔導上之參考。
The main purpose of this study was to explore the relationships among reading environment, playfulness, creative parenting, and technological creativity of the third and fifth graders. The participants included 374 pupils from the elementary schools in Taipei City. The employed instruments in this study were the Test of Technological Creativity, the Inventory of Reading Environment in Family, the Inventory of Reading Environment in the Classroom, the Inventory of Playfulness, the Inventory of Creative Parenting. The employed analysis methods included Descriptives, One-Way Multiple Analysis of Variance, and Structural Equation Modeling.
The main findings of this study were as follows:
1.While the girls of the third and fifth graders perceived higher degree of creative parenting than did the boys, the boys outperformed the girls in technological creativity, especially in the “visual design”. No gender differences in reading environment and playfulness were found, however.
2.There were significant grade differences in reading environment, playfulness, creative parenting, and technological creativity. More specifically, the fifth graders outperformed the third graders in technological creativity, but perceived lower degree of reading environment, playfulness, and creative parenting than did the third graders.
3.The third graders’ reading environment in family had a little positive effect on their performance of technological creativity. One the contrary, the fifth graders’ reading environment in family had a great positive effect on their performance of technological creativity, especially on that of “elaboration”.
4.The reading environment in the classroom had a positive effect on the third graders’ performance of technological creativity, especially on that of “visual design”. Such an effect, however, was not found among the fifth graders.
5.Playfulness had significant effects on both the third and fifth graders’ performance of technological creativity. More specifically, playfulness had positive effects on the scores of “elaboration” and “visual design” among the third graders and had positive effects on those of “fluency” and “elaboration” among the fifth graders.
6.Creative parenting had a positive effect on the fifth graders’ overall performance of technological creativity as well as on the score of “elaboration”. However, the positive effect of creative parenting was only found on score of “visual design” in the third grade.
7.While reading environment, playfulness, and creative parenting were effective predictors of the third graders’ performance in “visual design”, they were effective predictors of the fifth graders’ performance in “elaboration”.
8.The findings in this study suggest that the third and fifth graders’ personal trait of playfulness directly influence their development of technological creativity; meanwhile, their reading environment and creative parenting may influence their development of technological creativity directly or indirectly via playfulness.
Finally, the researcher proposed some suggestions for educational instructions and future studies.
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描述 碩士
國立政治大學
幼兒教育所
92157014
95
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0921570141
資料類型 thesis
dc.contributor.advisor 葉玉珠zh_TW
dc.contributor.advisor Yu-Chu,Yehen_US
dc.contributor.author (Authors) 王昕馨zh_TW
dc.contributor.author (Authors) Hsin Hsin,Wangen_US
dc.creator (作者) 王昕馨zh_TW
dc.creator (作者) Hsin Hsin,Wangen_US
dc.date (日期) 2006en_US
dc.date.accessioned 17-Sep-2009 14:50:42 (UTC+8)-
dc.date.available 17-Sep-2009 14:50:42 (UTC+8)-
dc.date.issued (上傳時間) 17-Sep-2009 14:50:42 (UTC+8)-
dc.identifier (Other Identifiers) G0921570141en_US
dc.identifier.uri (URI) https://nccur.lib.nccu.edu.tw/handle/140.119/32917-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 幼兒教育所zh_TW
dc.description (描述) 92157014zh_TW
dc.description (描述) 95zh_TW
dc.description.abstract (摘要) 本研究旨在探討閱讀環境、玩興、父母創意教養與國小中、高年級學童科技創造力之關係。研究參與者來自台北市的國小中、高年級，有效樣本計374人。本研究所採用的研究工具包括「科技創造力測驗」、「家庭閱讀環境量表」、「班級閱讀環境量表」、「兒童玩興量表」及「父母創意教養量表」。資料分析所用之統計方法包括描述統計、單因子多變量變異數分析及線性結構模式分析。
本研究主要發現如下：
1.不同性別的三、五年級學童對家庭閱讀環境、班級閱讀環境、玩興的知覺皆無差異，但在父母創意教養的知覺上和科技創造力的表現上卻有差異。三、五年級女童對於父母創意教養的感知程度皆些微地優於男童；而三、五年級男童在整體創造力測驗上皆優於女童，且五年級男童比女童有更好的「視覺造型」表現。
2.不同年級的三、五年級學童在家庭閱讀環境、班級閱讀環境、玩興、父母創意教養的知覺程度上和科技創造力的表現上有顯著差異。五年級學童除了在科技創造力的表現上有高於三年級學童的傾向外，在閱讀環境、玩興、父母創意教養的知覺程度上皆有低於三年級學童的傾向。
3.三、五年級學童的家庭閱讀環境對其整體科技創造力表現分別有些微和明顯的正效果，而五年級學童在「精進力」指標的表現尤其顯著。
4.三年級學童的班級閱讀環境對其整體科技創造力表現有正效果，反之，五年級則無。而三年級學童在「視覺造型」指標的表現尤其顯著。
5.三、五年級學童的玩興對其整體科技創造力表現皆有正效果。三年級學童在「精進力」、「視覺造型」指標的表現較顯著，五年級則在「流暢力」、「精進力」上較顯著。
6.五年級學童的父母創意教養對其整體科技創造力表現有正效果，但三年級學童只對「視覺造型」指標之表現有正效果。而五年級學童在「精進力」指標之表現尤其顯著。
7.家庭閱讀環境、班級閱讀環境、玩興、父母創意教養似乎對三年級學童的「視覺造型」指標較有預測效果，而對五年級學童則是在「精進力」指標較有效果。
8.三、五年級學童皆透過閱讀環境、父母創意教養，先對玩興產生直接或間接效果，然後才對學童科技創造力產生間接的影響效果。
最後，本研究依據上述的研究結果進行討論，並提出相關建議，以供教育、心輔等相關人員在課程、教學與輔導上之參考。		zh_TW
dc.description.abstract (摘要) The main purpose of this study was to explore the relationships among reading environment, playfulness, creative parenting, and technological creativity of the third and fifth graders. The participants included 374 pupils from the elementary schools in Taipei City. The employed instruments in this study were the Test of Technological Creativity, the Inventory of Reading Environment in Family, the Inventory of Reading Environment in the Classroom, the Inventory of Playfulness, the Inventory of Creative Parenting. The employed analysis methods included Descriptives, One-Way Multiple Analysis of Variance, and Structural Equation Modeling.
The main findings of this study were as follows:
1.While the girls of the third and fifth graders perceived higher degree of creative parenting than did the boys, the boys outperformed the girls in technological creativity, especially in the “visual design”. No gender differences in reading environment and playfulness were found, however.
2.There were significant grade differences in reading environment, playfulness, creative parenting, and technological creativity. More specifically, the fifth graders outperformed the third graders in technological creativity, but perceived lower degree of reading environment, playfulness, and creative parenting than did the third graders.
3.The third graders’ reading environment in family had a little positive effect on their performance of technological creativity. One the contrary, the fifth graders’ reading environment in family had a great positive effect on their performance of technological creativity, especially on that of “elaboration”.
4.The reading environment in the classroom had a positive effect on the third graders’ performance of technological creativity, especially on that of “visual design”. Such an effect, however, was not found among the fifth graders.
5.Playfulness had significant effects on both the third and fifth graders’ performance of technological creativity. More specifically, playfulness had positive effects on the scores of “elaboration” and “visual design” among the third graders and had positive effects on those of “fluency” and “elaboration” among the fifth graders.
6.Creative parenting had a positive effect on the fifth graders’ overall performance of technological creativity as well as on the score of “elaboration”. However, the positive effect of creative parenting was only found on score of “visual design” in the third grade.
7.While reading environment, playfulness, and creative parenting were effective predictors of the third graders’ performance in “visual design”, they were effective predictors of the fifth graders’ performance in “elaboration”.
8.The findings in this study suggest that the third and fifth graders’ personal trait of playfulness directly influence their development of technological creativity; meanwhile, their reading environment and creative parenting may influence their development of technological creativity directly or indirectly via playfulness.
Finally, the researcher proposed some suggestions for educational instructions and future studies.		en_US
dc.description.tableofcontents 第一章 緒論
第一節 研究動機
第二節 研究目的與待答問題
第二章 文獻探討
第一節 科技創造力
第二節 閱讀環境與科技創造力的關係
第三節 玩興與科技創造力的關係
第四節 父母創意教養與科技創造力的關係
第五節 家庭閱讀環境、班級閱讀環境、玩興、父母創意教養與科技創造力的關係
第六節 研究假設
第三章 研究方法
第一節 研究架構
第二節 研究對象
第三節 研究工具
第四節 實施程序
第五節 資料分析
第六節 研究限制
第四章 研究結果
第一節 初步資料分析
第二節 家庭閱讀環境與科技創造力
第三節 班級閱讀環境與科技創造力
第四節 玩興與科技創造力
第五節 父母創意教養與科技創造力
第六節 家庭閱讀環境、班級閱讀環境、玩興、父母創意教養與科技創造力之關係
第五章 討論、結論與建議
第一節 討論
第二節 結論
第二節 建議
參考書目
一、中文部分
二、西文部分
附錄
附錄甲 家庭閱讀環境量表之編製
附錄乙 班級閱讀環境量表之編製
附錄丙 玩興量表之編製
附錄丁 父母創意教養量表之編製
附錄戊 研究工具使用同意書		zh_TW
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dc.language.iso en_US-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0921570141en_US
dc.subject (關鍵詞) 國小、中高年級學童zh_TW
dc.subject (關鍵詞) 科技創造力zh_TW
dc.subject (關鍵詞) 閱讀環境zh_TW
dc.subject (關鍵詞) 玩興zh_TW
dc.subject (關鍵詞) 父母創意教養zh_TW
dc.subject (關鍵詞) elementary schoolen_US
dc.subject (關鍵詞) the third and fifth gradersen_US
dc.subject (關鍵詞) technological creativityen_US
dc.subject (關鍵詞) reading environmenten_US
dc.subject (關鍵詞) playfulnessen_US
dc.subject (關鍵詞) creative parentingen_US
dc.title (題名) 閱讀環境、玩興、父母創意教養與國小中、高年級學童科技創造力之關係zh_TW
dc.title (題名) The Relationships among Reading Environment, Playfulness, Creative Parenting and Technological Creativity of the Third and Fifth Gradersen_US
dc.type (資料類型) thesisen
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