臺灣博碩士論文加值系統

為提升大學生之創造力，大學教師於教授課程時，以原本的專業課程為「承載課程」，創造思考教學之內容則為「寄載課程」，將兩種課程以融滲(infusion)的方式進行，使學生在原本的專業課程中，能針對所學，激發其創造思考的能力。因此本研究目的在於歸納融滲式創造思考教學之原則與策略，進而編製量表，建立其信、效度。本量表共分為5項構面，分別為：(1)支持與鼓勵；(2)團隊互動與合作；(3)問題解決；(4)挫折容忍；(5)評鑑多元化。研究對象為大學校院中教育相關課程之教師，包含各教育大學、一般大學及技術學院中師資培育中心所開設之教育課程，共183種教育課程，回收203份有效問卷。。本研究採用多特質多方法(MTMM)統計方式，採用大學教師與其授課課程中5位修課學生兩種方式，對5項特質進行問卷的填寫，進而進行聚歛效度、區別效度及方法效應的檢驗。本研究結果顯示，經由203位教師及其學生的填答，量表信度良好，驗證性因素分析結果顯示收斂與區別效度達顯著，然MTMM分析結果顯示聚歛效度與區別效度效果不顯著，並存在方法效應，可提供教學人員對於教學上之參考。

In order to encourage creativity of undergraduate, professor should infuse creative thinking instruction into the original curriculum. The purpose of the research is developed a scale for infusing creative thinking teaching. The scale, developed by 5 factors (support and encourage, group interaction and cooperation, problem solving, frustration and assessment) including 20 items in this study, is a measure of college teachers and who’s 5 students. A total of 203 college teachers in the university delivered the course about education were used for filling out the questionaires. Result indicated the reliability are supported, but the construct validities are not supported via MTMM. The usefulness and limitation is discussed.

中文摘要……………………………………………………………………………i
英文摘要……………………………………………………………………………ii
目次…………………………………………………………………………………iii
表目次………………………………………………………………………………v
圖目次………………………………………………………………………………vi
第一章 緒論
第一節 研究背景………………………………………………………………1
第二節 研究問題的陳述………………………………………………………4
第三節 研究目的………………………………………………………………7
第四節 研究的重要性…………………………………………………………8
第二章 文獻探討
第一節 創造思考教學……………………………………………………… 9
第二節 融滲式教學………………………………………………………… 22
第三節 效標關聯效度……………………………………………………… 25
第三章 研究方法
第一節 研究流程與對象…………………………………………………… 27
第二節 變項操作型定義與計分方式……………………………………… 37
第四章 研究結果………………………………………………………………… 38
第五章 結論與建議
第一節 討論………………………………………………………………… 44
第二節 理論與實務意涵…………………………………………………… 46
第二節 研究限制與未來研究建議………………………………………… 48
參考文獻…………………………………………………………………………… 50
附錄一 問卷專家效度內容………………………………………………………58
附錄二 融滲式創造思考教學量表〈預試學生版〉……………………………62
附錄三 融滲式創造思考教學量表〈正式學生版〉……………………………64
附錄四 融滲式創造思考教學量表〈正式教師版〉……………………………67

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