禪繞畫啓發教學=Zentangle Promote teaching; 創造力=Creativity; 陶倫斯創造思考圖形版測驗=Torrance Tests of Creative Thinking
摘要
本研究旨為探討禪繞畫啟發教學活動對提升高職生創造力之影響，以新北市某高職一年級學生為研究對象。分為實驗組與對照組兩組，實驗組進行八週禪繞畫啓發教學訓練，採用陶倫斯創造思考圖形版測驗(Torrance Tests of Creative Thinking)，作為評估實驗組與對照組的研究參與者實行禪繞畫啓發教學之提升創造力之影響成效。以SPSS 21.0統計分析軟體分別對兩組進行成對樣本 t 檢定，分析學生在「流暢力」、「獨創力」「標題力」、「精密力」及「開放力」各項的成績影響。 本研究的實驗組與對照組在前測的「流暢力」、「獨創力」、「開放力」均有顯著差異，而在「標題力」、「精密力」的部分實驗組與對照組的前測是無顯著差異。但在實施八週禪繞畫訓練後本研究發現實驗組的「獨創力」「標題力」「開放力」均有顯著提升進步。本研究再從實驗組的前後測的比較中發現其「獨創力」、「標題力」、「精密力」、「開放力」均有顯著提升。為力求創造力的多向度客觀計分，本研究亦採觀察與訪談紀錄，針對一位成績百分等級較高者(75%)其前測能力較高者在後測施測結果各項平均分數也相對提升，抽樣中間等級者(50%)其前後測試各項平均數無較大差異、抽樣後段者(25%)之學生進行訪談了解，經由此次的驗證禪繞畫啟發教學是可以列為提升高職學生的創造力方法之一。 本研究發現如下：(1)本研究的禪繞畫啟發教材是有提升創造力之成效，不過對不同程度學生之成效有待後續研究加以驗證；(2)「精密力」之得分並無顯著之差異，可能因實驗人數樣本數不足亦或訓練時間不夠造成數據的誤差；(3)本研究之實驗工具採用陶倫斯創造思考圖形版測驗，未來也可發展適合高職生的創造力評量工具。
The purpose of this study was to promote the creativity for vocational high school students in New Taipei City by Zentangle teaching. The Torrance Tests of Creative Thinking tool sapplied to assessment of effects of Zentangle teaching after eight weeks on promoting the creativity. The paired sample t test have been conducted by SPSS 21.0 for ”Fluency”, “Originality”, “Abstractness of Titles”, “Elaboration” and “Resistance to Premature Closure”. This study has significant difference in pretest between experimental groups and control groups in “Fluency”,“Originality”,“Resistance to Premature Closure”, but in “Abstractness of Titles”, “Elaboration” were not significant difference under the test. After eight weeks of Zentangle teaching, there is significant improvement of “Originality”, “Abstractness of Titles”, “Resistance to Premature Closure” in the experimental group. This study has found the significant improvement in ”Originality”, “Abstractness of Titles”, “Elaboration”, “Resistance to Premature Closure”. In order to make multidirectional objective score of creativity, this study also adopt observed and interview record, for one of higher score student ranked (75%) of this class that after Zentangle teaching the score corresponding higher, sampling intermediate score student ranked (50%) of the class that the average score are not too much difference, sampling lower score student ranked (25%) to take interview for understanding, after this verification research that there is a way on Promoting the Creativity of Vocational High School Students by Zentangle promote teaching. The find of this study as following: (1) This study enhance the effective promoting of the Creativity by Zentangle Teaching, but the effective shall be proved later for different level of students; (2) The score of “Elaboration” has no significant difference. It might be due to fewer sampling students or not enough training time; (3) The test tool of this studyapplied the Torrance Tests of Creative Thinking. Further, it also can develop suitable for the Creativity of Vocational High School Students measurement tools.
