研究生: |
蔡孟娟 Tsai, Meng-Jyuan |
---|---|
論文名稱: |
積木建構方案對特殊需求幼兒創造思考能力成效之研究 The Effect of Building Block Construction Program on The Creative Thinking Ability of Children with Special Needs |
指導教授: |
潘裕豐
Pan, Yu-Fong |
口試委員: |
佘永吉
Sher, Yung-Ji 張世彗 Chang, Shih-Hui 潘裕豐 Pan, Yu-Fong |
口試日期: | 2022/06/23 |
學位類別: |
碩士 Master |
系所名稱: |
特殊教育學系碩士在職專班 Department of Special Education_Continuing Education Master's Program of Special Education |
論文出版年: | 2022 |
畢業學年度: | 110 |
語文別: | 中文 |
論文頁數: | 159 |
中文關鍵詞: | 積木 、特殊需求幼兒 、創造思考能力 |
英文關鍵詞: | building blocks, creative thinking ability, children with special needs |
研究方法: | 實驗設計法 |
DOI URL: | http://doi.org/10.6345/NTNU202201156 |
論文種類: | 學術論文 |
相關次數: | 點閱:100 下載:1 |
分享至: |
查詢本校圖書館目錄 查詢臺灣博碩士論文知識加值系統 勘誤回報 |
本研究旨在探討積木建構方案對特殊需求幼兒創造思考能力之成效。研究者採單一受試研究法撤回設計(A-B-A設計),以台灣專利蜂巢鳩尾積木為教學工具,對三名學前特教班之本研究旨在探討積木建構方案對特殊需求幼兒創造思考能力之成效。研究者採單一受試研究法撤回設計(A-B-A設計),以台灣專利蜂巢鳩尾積木為教學工具,對三名學前特教班之特殊需求幼兒進行為期八週之實驗教學。自變項為積木建構方案,依變項分別為改變造型、改變空間、建構獨立造型及作品表現,並以幼兒興趣與優勢調查表、自編幼兒作品檢核表、自編創造力課程評量以及行動和動作創造思考測驗(TCAM)前後測結果,與蒐集受試者於各階段之行為表現,分析量化及質性資料,以曲線圖分析、視覺分析、C統計及後設分析(超越中數的比率),分析創造思考能力之成效;研究中創造力課程評量與標準化前後測結果為正向的變化,呈現幼兒間內在差異之情形,但無法直接解釋特殊需求幼兒有創造力;研究結束後請家長與教師填寫教學回饋表,以建立本研究之社會效度。本研究結果摘要如下:
一、「積木建構方案」對特殊需求幼兒改變造型、建構獨立造型與作品表現具立即成效,且改變空間部分具立即成效。
二、「積木建構方案」對特殊需求幼兒建構獨立造型與作品表現具維持成效,且改變造型與改變空間部分具維持成效。
三、「積木建構方案」對特殊需求幼兒創造思考能力具有社會效度。
The purpose of this study is to investigate the effect of building block construction program on the creative thinking ability of children with special needs. The researcher adopted a single-subject study withdrawal design (A-B-A design), and an eight-week experimental teaching for three children with special needs in a preschool special education class using Taiwan's patented honeycomb dovetail building blocks. The independent variable was the building block construction plan, and the dependent variables were changing the shape, changing the space, constructing independent works and performance of works. The researcher used the questionnaire of children's interests and strengths, the self-edited checklist of children's works, the evaluation of self-edited creativity curriculum, and the pre- and post-test results of the Action and Movement Creative Thinking Test (TCAM), and collect the behavioral performance of the subjects at each stage , then analyze quantitative and qualitative data, analyzes the effect of creating thinking ability through graph analysis, visual analysis, C statistics and meta-analysis (the ratio beyond the median). In the research, the creativity curriculum assessment and standardized pre- and post-test results have positive changes, showing the situation of internal differences among children, but cannot directly explain the creativity of children with special needs. After the study, parents and teachers were asked to fill in the teaching feedback form to establish the social validity of this study. The results of this study are summarized as follows:
1. The building block construction program showed immediate effects on changing the shapes, constructing independent works and performance of works for children with special needs, but has shown partly immediate effects on changing the spaces.
2. The building block construction program has shown maintenance effects on the constructing independent works and performance of the works for children with special needs, but has shown partly maintenance effects on changing the shapes and spaces.
3. The building block construction program has social validity for the creative thinking ability of children with special needs.
壹、中文部分
王心筠(2010): LASY 積木教學方案對幼兒創造力之影響。臺東大學進修部暑期幼兒教育碩士班學位論文,台東市。
王佩玲(2021):幼兒發展、學習評量及輔導。臺北市:心理。
江坤山(譯)(2019):學習就像終身幼兒園:打造X人才,培養創意思考者的4P新教育。(原作者R. Mitchel)。臺北市:親子天 下。(原著出版於2018)。
何琦瑜、賓靜蓀、陳雅慧、林韋萱、張益勤、王韻齡 (2014):翻轉教育2.0 (Vol. 145)。臺北市,親子天下。
何雅娟,游介民,陳素慧,林郁雅,陳淑貞,蘇月霞,黃美菊(2007):幼兒創造力測驗之編制。臺北市:臺北市政府教育局。
吳百祿等(譯)(2006):幼兒特殊教育(原作者:Gargiulo, R.M., &. Kilgo, J.L.)。臺北市:湯姆生。(原著出版年:2005)
吳和諭(2017):幼兒建構 USL 連接積木玩出創造力之行動研究。國立臺北教育大學教育經營與管理學系碩士論文,臺北市。
吳美姝、陳英進(2000)。兒童發展與輔導。臺北市:五南。
吳美姬、周俊良 (2017):積木建構遊戲的歷史演進及其對幼兒教育之影響,樹德人文社會電子學報,13(1),69-94。
吳靜吉、陳甫彥、郭俊賢、林偉文、劉士豪、陳玉樺 (1998):新編創造思考測驗指導及研究手冊。臺北市:教育部訓委會。
李姿瑩、黃澤洋、鄭臻貞、詹孟琦、洪雅惠、林玫秀、葛竹婷、陳怡慧、黃玉枝、林慶仁、李淑玲、佘永吉(譯)(2020):特殊教育導論。(原作者 Hallanhan, Daniel. P., Kauffman, James M., Pullen , Paige C.)。載於張正芬主編,殊異與特殊教育(第一章頁1-3)。臺北市:華騰。(原著出版於2015)
李崗、楊淑雅 (2016):自由與紀律: Montessori 的人格教育思想。教育研究集刊,62(1),71-116。
李維國(2014):樂高動力機械鷹架教學對幼兒創造力之影響(未出版之碩士論文)。國立臺北教育大學,臺北市。
杜正治(2006):單一受試研究法。臺北市:心理。
谷瑞勉(譯)(1999):鷹架兒童的學習:維高斯基與幼兒教育。(原作者L. E. Berk、A. Winsler)。臺北市:心理。(原著出版年1995)。
身心障礙及資賦優異學生鑑定辦法(2013):中華民國一百零二年九月二日教育部臺教學(四)字第 1020125519B號令修正發布第 8~14 條條文;並增訂第 7-1 條條文。
林偉文(2016):想像力:意涵、運作、測量與培育。臺北市:翰蘆。
邱發忠(2015):創造力認知機制之探索。臺灣師範大學教育心理與輔導學系碩士論文,臺北市。
邱發忠、陳學志、徐芝君、吳相儀、卓淑玲(2008):內隱與外顯因素對創造作業表現的影響。中華心理學刊,50(2),125-145。
邱皓政(2005):創造力的測量與共識衡鑑。教育集刊, 30, 50-73。
侯雅齡(2009):幼兒科學創造力評量方法之發展:嵌入式評量設計。教育科學研究期刊,54(1),113-142。
宣崇慧、曹純瓊(2021):特殊幼兒教育導論。臺北市:五南。
施宜煌、江昱明、陳碧雲(2017):探析 Maria Montessori 之自由教育觀。幼兒教保研究,19,1-20。
柯冠伶、周映君(2016):以積木為媒介對於自閉症孩童的成效回顧。職能治療學會雜誌,34(2),214-229。
韋明淑(2018):積木課程介入幼兒園家長知識信念與創造力內隱理論影響之研究(未出版)。國立彰化師範大學博士學位論文,彰化市。
孫世恆、林雅蓉(2017):早期療育。載於孫世恆、林雅蓉主編:早期療育服務系統(9-11頁)。臺北市:華格那。
特殊教育法(2019):民國108年04月24日華總一義字第1080003936號令發布。
張世彗(2006):行動與動作創造思考測驗指導手冊。臺北市:心理。
張世彗(2011):創造力教學、學習與評量之探究。教育資料與研究雙月刊,100,1-21。
張世彗、藍瑋琛(2018):特殊教育學生評量(第八版)。臺北市:心理。
張淑樺(2017): 以 ATDE 創造思考教學模式融入積木課程對幼兒創造力表現之影響 。國立台中教育大學碩士論文,臺中市。
教育部(2013):幼兒園教保活動課程大綱。臺北市:教育部國民及學前教育署。
教育部特殊教育通報網(2021):110學年度一般學校各縣市特教類學生數統計。2021年10月20日,取自https://www.det.edu.tw/Stastic _Spc/sta2/doc/stuA_city_All_spckind_A/stuA_city_All_spckind_A_20211020.pdf
許妍飛(譯)(2021):在家也能蒙特梭利(原作者Tim Seldin)。臺北市,親子天下。(原著出版於2017)
郭靜姿(2011):資優與障礙的融合學習:以「學前資優幼兒多元智能與問題解決能力充實方案」為例。資優教育季刊,120,1-10。
郭靜姿、胡純、林燁虹主編(2005):啟迪多元智能 適用對象:學前幼兒。臺北市:國立臺灣師範大學特殊教育中心。
陳有萱(2019):樂高積木教學對學齡前注意力缺失幼童的注意力及知覺能力表現之成效。國立清華大學(未出版),新竹市。
陳淑敏(2016):幼兒遊戲。臺北市:心理。
陳嘉玲編(2016):早期療育。臺北市:華都。
陳嘉彌、蘇慧娟、張境桓(2016):「樂高認真玩」策略促進幼兒學習 之啟示。育達科大學報,43,63-86。
陳鳳娟(譯)(2000):學齡前兒童的適切實作。(原作者Janice J. Beaty)。臺北市,桂冠。(原著出版於1996)
陳龍安(1986):陶倫思圖形創造思考測驗(乙式)。臺北市:臺北市立師範學院。
陳瓊花(2013): 創造力的載體:從[創意表現]探討創造力具體化的圖像類型,表現策略及其意涵。資優教育論壇,11, 42-71。
傅秀媚、陳英豪、馮瑜婷、田凱倩、郭春在、劉佳蕙、莊瓊惠、張千惠、王淑娟、陳淑娟、蔡宜雯、黃慧齡、何東墀、呂偉白、楊美華(2016):特殊幼兒教育。載於傅秀媚主編:緒論(第一章頁10- 11)。臺北市:華格那。
鈕文英、吳裕益(2015):單一個案研究法-研究設計與後設分析。臺北:心理。
黃期璟(2003):幼兒操作建構性玩具之創造力表現~以「樂高」為例。國立台北護理學院嬰幼兒保育研究所碩士論文(未出版),臺北市。
楊秀惠(2007):積木角遊戲活動引爆創造力之啟思。幼兒保育學刊, 5,87-112。
葉玉珠、李梅齡、葉玉環、林志哲、彭月茵(2007):幼兒創造力測驗之發展。測驗學刊,53(1),129-153。
廖怡佳 (2005):幼兒創造力及其相關因素之研究。國立政治大學(未出版碩士論文),臺北市。
劉月雯(2016):運用桌遊和LASY積木教學引導幼兒創造力之研究。明道大學課程與教學研究所碩士論文,彰化縣。
劉怡女(譯)(2015):塗鴉思考革命:解放創意隨手畫!愛因斯坦到愛迪生都愛用的DIY視覺思考利器。(原作者Sunni Brown)。台北市:大寫出版。(原著出版於2014)
劉恆昌(譯)(2019):創造思考的教室概念為本的課程與教學。(原作者H. Lynn Erickson, Lois A. Lanning, Rachel French)。台北市:心理。(原著出版於2017)
潘裕豐(2006):為何及如何做創意教學。生活科技教育月刊,39(2),38-55。
鄭霈絨、蔡念真(2020):增進幼兒創造力之團隊互動遊具設計研究。設計學報 (Journal of Design),25(3)。
謝協君(2010):玩具介入方案在降低發展障礙兒童自我傷害行爲之應用。特教論壇,9,1-17。
謝協君、何東墀(2008):玩具檢核表在學齡前發展障礙兒之運用成效。特殊教育學報,(27),157-176。
貳、英文部分
Amalia, E.R., & Khoiriyati, S. (2018). Effective Learning Activities To Improve Early Childhood Cognitive Development. AL-ATHFAL : JURNAL PENDIDIKAN ANAK, 4(1), 103-111.
Andrews, N. (2015).Building curriculum during block play. Dimensions of Early Childhood, 43(1), 11-15.
Aragon, C. R., & Williams, A. (2011). Collaborative creativity: a complex systems model with distributed affect. Proceedings of the International. Conference on Human Factors in Computing Systems,(pp. 1875-1884). Vancouver, BC, Canada.
Azzam, A. M. (2009). Why creativity now? A conversation with Sir Ken
Robinson. Educational Leadership, 67(1), 22-26.
Bak, M. A. (2016). Building blocks of the imagination: Children, creativity, and the limits of Disney Infinity. The Velvet Light Trap, (78), 53-64.
Barton, E., Ledford, J., Zimmerman, K., & Pokorski, E. (2018). Increasing the Engagement and Complexity of Block Play in Young Children.Education and Treatment of Children, 41(2), 169-196.
Best, C., Arora, S., Porter, F., & Doherty, M. (2015). The relationship between subthreshold autistic traits, ambiguous figure perception and divergent thinking. Journal of autism and developmental disorders, 45(12), 4064-4073.
Beyea, R. (2017). Assessing Creativity in the School Classroom. In: Cummings, J.B., Blatherwick, M.L. (eds) Creative Dimensions of Teaching and Learning in the 21st Century. Advances in Creativity and Giftedness (pp. 295-299). Rotterdam, Netherlands: SensePublishers.
Cvijanović, N., & Mojić, D. (2018). LEGO material in the programme of early childhood and preschool education. Croatian Journal of Education: Hrvatski časopis za odgoj i obrazovanje, 20(Sp. Ed. 1), 25-45.
Diamond, M., & Hopson, J. (1999). Magic trees of the mind: how to nuture your child's intelligence, creativity, and healthy emotions from birth through adolescence. New York, NY: Penguin.
Drew, W. F., Christie, J., Johnson, J. E., Meckley, A. M., & Nell, M. L. (2008). Constructive Play: A Value-Added Strategy for Meeting Early Learning Standards. Young Children, 63, 38-44.
Efland, A. (2004). Art education as imaginative cognition. In E. W. Eisner & M. D. Day (Eds.) Handbook of research and policy in art education (pp.751-773). Mahwah, New Jersey: Lawrence Erlbaum Associates, Inc., Publishers.
Ghiselin, B. (1963). Ultimate criteria for two levels of creativity. In C. Taylor & F. Barron (Eds.). Scientific creativity ; Its recognition and development. New York, NY: Wiley.
Guilford, J. P. (1988). Some changes in the Structure of intellect model. Education andpsychology measurement, 48, 1-4.
Guilford, J. P. (1967). The nature of human intelligence. New York, NY: McGraw-Hill.
Healey, D., Rucklidge, J.J. (2006). An Investigation into the Relationship Among ADHD Symptomatology, Creativity, and Neuropsychological Functioning in Children. Child Neuropsychology, 12(6), pp. 421-438.
Huskens, B., Palmen, A., Van der Werff, M., Lourens, T., & Barakova, E. (2015). Improving collaborative play between children with autism spectrum disorders and their siblings : the effectiveness of a robot-mediated intervention based on lego (R) therapy. Journal of Autism and Developmental Disorders, 45(11), 3746-3755.
Individuals with Disabilities Education Act, IDEA. (2004, 2, 8). U.S. Department of Education. Retrieved from hhttp://frwebgate.access.gpo. gov/cgi-bin/getdoc.cgi?dbname=108_cong_public_laws&docid =f:pub1446.108
Kaufman, J. C. (2012). Counting the muses: development of the Kaufman domains of creativity scale (K-DOCS). Psychology of Aesthetics, Creativity, and the Arts, 6(4), 298.
Kaufman, J. C., Baer, J., & Cole, J. C.(2009). Expertise, domains, and theconsensual assessment technique. The Journal of creative behavior, 43(4), 223-233.
Koralek, D. (2015). Ten Things Children Learn From Block. Young Children, 70(1).
Myck-Wayne, J. (2010). In defense of play: Beginning the dialog about the power of play. Young Exceptional Children, 13(4), 14-23.
Napolitano, D. A., Smith, T., Zarcone, J. R., Goodkin, K., & McAdam, D. B. (2010). Increasing response diversity in children with autism. Journal of applied behavior analysis, 43(2), 265-271.
Peckett, H., MacCallum, F., & Knibbs, J. (2016). Maternal experience of Lego Therapy in families with children with autism spectrum conditions: What is the impact on family relationships?. Autism : the international journal of research and practice, 20(7), 879–887.
Pennisi, P., Giallongo, L., Milintenda, G., & Cannarozzo, M. (2021). Autism, autistic traits and creativity:a systematic review and meta-analysis. Cogn Process, 22, 1–36.
Phelps, P., & Hanline, M. F. (1999). Let’s Play Blocks!: Creating Effective Learning Experiences for Young Children. TEACHING Exceptional Children, 32(2), 62–67.
Pirrone, C., Nicolosi, A., Passanisi, A., & Nuovo, S.D. (2015). Learning Potential in Mathematics through Imagination and Manipulation of Building Blocks. Mediterranean journal of social sciences, 6, 152.
Pring, L., Ryder, N., Crane, L., & Hermelin, B. (2012). Creativity in savant artists with autism. Autism, 16(1), 45-57.
Resnick, M. (2007). All I really need to know (about creative thinking) I learned (by studying how children learn) in kindergarten. In Proceeding of the 6th ACM SIGCHI conference on Creativity & cognition (pp. 1-6). Washington, D.C.
Resnick, M., & Robinson, K. (2017). Lifelong kindergarten: Cultivating creativity through projects, passion, peers, and play. Cambridge: MIT press.
Ritchart, R. (2002). Intellectual character: What it is, why it matters, and how to get it. San Francisco, CA: Jossey-Bass.
Ritchhart, R., Church, M., & Morrison, K. (2011). Making thinking visible: How to promote engagement, understanding, and independence for all learners. San Francisco,CA: Josset-Bass.
Roth, I. (2018). Autism, creativity and aesthetics. Qualitative Research in Psychology, 1-11.
Runco, M., A. (2008). Creativity and education. New Horizons in Eduaction, 56(1), n1.
Sandall, S. R., Schwartz, I. S., Joseph, G. E., Horn, E. M., Lieber, J.,Wolery, R. A., Odom, S. L., & Chou, H. Y. (2008). Building Blocks. Baltimore, MD: Paul H. Brookes.
Sandall, S., Schwartz, I., & Joseph, G. (2001). A building blocks model for effective instruction in inclusive early childhood settings. Young Exceptional Children, 4(3), 3-9.
Simonton, D. K. (2009). Varieties of perspectives on creativity: Reply to commentators. Perspectives on Psychological Science, 4(5), 466-467.
Sternberg, R. J. (Ed.). (1999). Handbook of creativity. New York, NY:Cambridge University Press.
Sternberg, R. J., & Lubart, T. I. (1996). Investing in creativity. American. Psychologist, 51, 677-688.
Tian, M., Luo, T., & Cheung, H. (2019). The Development and Measurement of Block Construction in Early Childhood:A Review. Journal of Psychoeducational Assessment.
Timber, T. C. (1995). A Parents Guide To Imaginative Block Play. New York,NY: Habermas Corp.
Trawick-Smith, J., Russell, H., & Swaminathan, S. (2011). Measuring the effects of toys on the problem-solving, creative and social behaviours of preschool children. Early Child Development and Care, 181(7), 909-927.
Trope, Y., & Liberman, N. (2003). Temporal construal. Psychological Review, 110 (3), 403- 421.
Wallas, G. (1926). The arts of thought. New York: Harcour Brace and Worl.
Wolery, M. (2005). DEC recommended practices: Child-focused practices. DEC recommended practices: A comprehensive guide for practical application in early intervention/early childhood special education, 71-106.
Wolf, M. M. (1978). Social validity: The case for subjective measurement. or how applied behavior analysis is finding its heart. Journal of Applied Behavior Analysis, 11 (2), 203-214.