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研究生:楊學文
研究生(外文):Annie Hsueh-WenYang
論文名稱:根據鷹架理論研究兒童的創意能力:以學齡前兒童參與式設計工作坊為例
論文名稱(外文):Participatory design workshop for pre-school children: apply scaffolding theory from an interactive collaboration to examine children’s creative performance
指導教授:謝孟達謝孟達引用關係
指導教授(外文):Meng-Dar Shieh
學位類別:碩士
校院名稱:國立成功大學
系所名稱:創意產業設計研究所
學門:設計學門
學類:綜合設計學類
論文種類:學術論文
論文出版年:2012
畢業學年度:100
語文別:英文
論文頁數:82
中文關鍵詞:鷹架理論幼童創意參與式設計線性回歸分析
外文關鍵詞:ScaffoldingChildrenCreativityParticipatory designLinear regression analysis
相關次數:
  • 被引用被引用:5
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  • 下載下載:428
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此項研究主要專注於運用維谷斯基的鷹架理論(Vygotsky’s scaffolding theory)規劃一個參與式設計工作坊研究兒童的創意表現。本研究的目的是在一個較為有經驗的成人領導下指導學齡前兒童,藉由引導表達他們豐富的創造力。根據維谷斯基發展學習理論「近側發展區間」,學者指出發展的過程可協助兒童在成人的指導下,促進以及增長他們的能力。因此,孩子們可以實現更高的表現。

本研究主要的取樣來自於高雄市大寮鄉昭明國小附設幼稚園的十九個中班至大班的小朋友。在研究過程裡,運用維谷斯基的鷹架理論,本研究將專注於指導者與參與者之間的互動和共同創作的過程。整個活動實驗完成後,六位創意評分者針對所有的互動過程和孩童完成的作品進行評分。之後,利用SPSS的線性回歸測試了假設,並分析參與者之間的相關性和創造力增加度。
線性回歸分析的結果指出,參與者在參與過程中,顯示出他們的創造力增加的結果。此項研究結果說明,在較為有經驗的成年人引導與幫助下,孩子們與成人互動過程的參與度和創造力的表現是呈現正相關。因此,此項研究非常強調參與的重要性。

This research focuses on using Vygotsky’s scaffolding theory to examine children’s creative performance through a newly designed method: participatory children’s design workshop. The aim of this research is to direct the pre-school children to express their rich creativity under an adult’s guidance. Following Lev Vygotsky’s developing learning theory as described in “The Zone of Proximal Development (ZPD),” which raises the level to which children can learn with the help of an adult’s guidance to further improve their capacities. Thus, children can achieve a higher level of performance.
In the main study, this research summarizes and analyzes the overall participatory design process of nineteen pre-school children from ZhaoMing Elementary & Kindergarten (昭明國小附設幼稚園) in Daliao District of Kaohsiung City. In this participatory process, the research will be coherent, indicating a large amount of co-creation processes, interactions, and instances of participation. This main study significantly examines participants’ creative performance after the co-creation and finishing outcome. There are six raters who rated our interaction based upon the participatory video and children’s artwork. Afterwards, a linear regression from SPSS was used to test the hypothesis and analyze the correlation between participation and enhancement of creativity.
The results of the linear regression analysis show evidence that the participants who are involved in this kind of participatory process will see improvement in their creativity. The results show a positive correlation of classroom participation and creativity performance when involving the co-creation process with a more educated adult. This study emphasizes the importance of participation.

Table of contents
Abstract II
Table of contents V
List of Tables VI
List of Figures VII
CHAPTER 1 Introduction 1
1.1 Research background 1
1.2 Research objectives and aims 2
1.3 Scope and limitations 3
1.4 Research process 5
CHAPTER 2 Literature Review 6
2.1 Creativity 6
2.2 Creativity test on measuring creativity 9
2.3 Applications of the Scaffolding theory 10
2.4 Giftedness versus talents 13
2.5 Creativity and art in early childhood 14
CHAPTER 3 Theory 18
3.1 The zone of proximal development and scaffolding theory 18
3.2 Participatory design 20
3.3 Participation with children 22
3.4 Qualitative research 23
CHAPTER 4 Research Procedure 26
4.1 Research methods 26
4.2 Pilot studies 27
4.3 Main study 37
4.4 Main study data analysis 49
4.5 Results 60
CHAPTER 5 Conclusions and Suggestion 64
5.1 Conclusions 64
5.2 Suggestions & contributions 65
References 67
Appendix 72

References
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