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研究生: 胡宗光
論文名稱: 國小原住民學生創造力特質及影響其創造力發展環境因素之研究─以阿美族為例
指導教授: 盧台華
Lu, Tai-Hua
學位類別: 碩士
Master
系所名稱: 特殊教育學系
Department of Special Education
論文出版年: 2002
畢業學年度: 90
語文別: 中文
論文頁數: 257
中文關鍵詞: 原住民學生創造力特質創造性環境
論文種類: 學術論文
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  • 摘 要 本研究旨在探討以阿美族為對象的國小原住民學生之創造潛能及創造性環境。首先進行調查研究法,以城市248位、山地鄉249位國小原住民為研究對象,「威廉創造性傾向量表」、「影響創造力環境因素問卷」為研究工具,並進一步以較具明顯創造力特質的城市、山地鄉國小原住民及城市一般學生各40位配對進行「威廉斯創造性思考活動」。最後再與城市及山地鄉中具優異創造潛能國小原住民學生、及其家長與教師各四組進行訪談。量表及問卷資料以變異數分析及事後比較等方式進行統計考驗,訪談結果則進行內容分析處理。本研究主要結果如下:一、國小原住民學生創造力特質分析與比較方面 1.兩個地區挑戰心與好奇心皆較明顯,想像力皆較弱。 2.兩個地區有許多相似優勢特質與弱勢特質。 3.整體創造力特質為中、低程度的山地鄉國小原住民男生 普遍好奇心較強;高程度的國小原住民女生普遍挑戰 性較男生強。 4. 兩個地區優異創造潛能原住民個案可以發現「樂天」、「易自得其樂」、「純真」、「率性」、「較不在乎他人想法與感覺」、「多才多藝與趣廣泛」與「獨立」等共同特質。二、國小原住民學生創造性環境分析與比較方面 (一)家庭方面 1.城市地區國小原住民學生知覺「資源提供」優於山地鄉。 2.兩個地區皆以「民主」變項較支持,「資源提供」較不 支持創造力發展。 (二)學校方面 1.山地鄉國小原住民學生知覺「教師風格」優於城市地區。 2.皆以「教師風格」較為支持,「開放」最不能支持創造 力發展。 (三) 兩地國小原住民學生對於家庭及學校環境皆知覺許多相似的有利條件與不利條件。 (四) 國小原住民女生比男生知覺較多學校「開放」、「同儕關係」與「整體學校」的支持。 (五) 除學校的「開放」之外,創造力特質較明顯的國小原住民學生獲得其他環境變項的支持皆較多。 (六) 現有環境對於具優異創造潛能個案的影響相當深遠,學校教育多半較有正面影響。三、創造思考能力的分析與比較 城市、山地鄉國小原住民與城市一般學生僅於開放性有差異,(城市一般學生高於山地鄉原住民),其餘向度未見差異。四、優異創造潛能個案之分析 1. 所有個案因環境而獨立自主,在校參與許多活動並得 到認同。 2. 城市個案多較擅長表演藝術、山地鄉個案多較擅長視覺藝術,且其才能與與趣的發展是多元的。 3. 所有個案創造動機多屬「內在動機」,他人與個案本身對於創意產品多有正面評價。 4. 城市與山地鄉地區文化保存皆不足,個案創意作品甚少見到原住民文化之融入。 5. 大部份個案多能對原住民文化認同,大多喜歡參加原住民文化活動,唯城市個案4除外。 6. 城鄉個案多能依本身興趣持續發揮創意,並願從原住民文化中發揮創意,教師及家長多半支持或尊重。根據上述結果,本研究對未來原住民創造力評量教學與研究提出建議。 Abstract The purposes of this study were to explore the creativie potential and creative environment of the elementary students of Amis Tribe. First,the investigation research was conducted on 248 aborigine students in urban schools and 249 aborigine students in mountain region schools through “CAP/Test of Divergent Feeling”and“Eenvironmental influential factors on creativity questionnaire”. Furthermore, the assessment on aborigine students from cities and mountain regions and ordinary students from cities with more evident creative characteristics were selected and grouped into 40 pairs through “CAP/ Test of Divergent Thinking ”.Finally, researcher conducted interviews with both four urban and four suburb groups, each group includes creative aborigine student, his(her) parents and teacher. Data of the scales and questionnaires were analyzed by ANOVA and posteriori comparisions, and the qualitative data were analyzed by ‘‘analytic induction’’. The main findings were as follows: A. Analysis and comparison on creative characteristics of the aborigine students in elementary schools. 1. Aborigine students from both areas had more apparent spirit of adventure and curiosity, but were weak in imagination. 2. Aborigine students in both areas had many similar strengths and weaknesses on creative characteristics. 3. Aborigine boys with middle to low total creative characteristics from mountain regions elementary schools usually had intense curiosity; while Aborigine girls with high total creative characteristics generally had higher spirit of challenge than their male counterparts. 4. Aborigine students with extraordinary creative potentials from both areas were found to possess the following similarities: “optimistic”, “capable of finding own entertainment”, “innocent”, “bohemian”, “pay less attention to the opinion or feelings of others”, “multitalented and varied interests”, and “independent”. B. Analysis and comparison on creative environment of the aborigine students in elementary schools. (A) Home environment 1. Aborigine students in cities felt that “resource availability” was better than in the mountain region. 2. Aborigine students from both areas were more supportive of “democratic” and less supportive of “resource availability”. (B) School environment 1. Aborigine students in mountain regions felt that “teaching style” was better than in the cities. 2. Aborigine students from both areas were more supportive of “teaching style” and “openness” is most unconducive for their development of creativity. (C) Aborigine students from both areas sensed similar advantages and disadvantages in terms of home and school environment. (D) Aborigine girls were more supportive of the “openness”, “peer relationship” and “the whole school” variables than aborigine boys. (E) Aside from the school’s variable “liberalization”, aborigine students with higher total creative characteristics were more supportive of the other variables in the home and school environment categories. (F) Existing environmental conditions had a highly far-reaching influence on the extraordinary creative potential cases; while school education manifested a positive majority influence. C. Analysis and comparative study on creative thinking A Difference was noted between the “openness” of aborigine students in mountain regions and that of the ordinary students in cities. (Ordinary students in cities had higher scores than aborigine students in mountain regions.) No differences were noted in the other variables. D. Analysis of extraordinary creative potential cases 1. All cases are independent and self-supporting due to their environment .They participated in numerous activities in their schools and gain acceptance. 2. The cases in cities were quite proficient in performance arts; while cases mountain region in visual arts, moreover the development of talents and interests of these csaes are diverse. 3. Most of the creative motivation of all cases is of “internal motivations”, the cases and other people mostly express positive evaluation for the creative products. 4. The preservation for their culture in urban and mountain regions is insufficient. The spirit of ethnic aboriginal culture rarely appear in cases’ creative works . 5. Most of the cases recognized their aborigine culture. Most of them like to attend aborigine cultural activities, exception for cases 4 in the city. 6. The cases in urban and suburb regions mostly are able to continuously develop their creativity based on their own interests and are willing to develop creativity from the ideas of aborigine culture. Most of their teachers and parents expressed support or respect. Implications for instruction,assessment and further research of aborigine students’creativity are recommended on basis of the results of this study.

    The purposes of this study were to explore the creativie potential and
    creative environment of the elementary students of Amis Tribe. First,the
    investigation research was conducted on 248 aborigine students in urban
    schools and 249 aborigine students in mountain region schools through “CAP/
    Test of Divergent Feeling”and“Eenvironmental influential factors on
    creativity questionnaire”. Furthermore, the assessment on aborigine students
    from cities and mountain regions and ordinary students from cities with more
    evident creative characteristics were selected and grouped into 40 pairs
    through “CAP/ Test of Divergent Thinking ”.Finally, researcher conducted
    interviews with both four urban and four suburb groups, each group includes
    creative aborigine student, his(her) parents and teacher. Data of the scales
    and questionnaires were analyzed by ANOVA and posteriori comparisions, and the
    qualitative data were analyzed by ‘‘analytic induction’’. The main
    findings were as follows:
    A. Analysis and comparison on creative characteristics of the aborigine
    students in elementary schools.
    1. Aborigine students from both areas had more apparent spirit of adventure
    and curiosity, but were weak in imagination.
    2. Aborigine students in both areas had many similar strengths and weaknesses
    on creative characteristics.
    3. Aborigine boys with middle to low total creative characteristics from
    mountain regions elementary schools usually had intense curiosity; while
    Aborigine girls with high total creative characteristics generally had higher
    spirit of challenge than their male counterparts.
    4. Aborigine students with extraordinary creative potentials from both areas
    were found to possess the following similarities: “optimistic”, “capable of
    finding own entertainment”, “innocent”, “bohemian”, “pay less attention
    to the opinion or feelings of others”, “multitalented and varied interests
    ”, and “independent”.
    B. Analysis and comparison on creative environment of the aborigine students
    in elementary schools.
    (A) Home environment
    1. Aborigine students in cities felt that “resource availability” was better
    than in the mountain region.
    2. Aborigine students from both areas were more supportive of “democratic”
    and less supportive of “resource availability”.
    (B) School environment
    1. Aborigine students in mountain regions felt that “teaching style” was
    better than in the cities.
    2. Aborigine students from both areas were more supportive of “teaching style
    ” and “openness” is most unconducive for their development of creativity.
    (C) Aborigine students from both areas sensed similar advantages and
    disadvantages in terms of home and school environment.
    (D) Aborigine girls were more supportive of the “openness”, “peer
    relationship” and “the whole school” variables than aborigine boys.
    (E) Aside from the school’s variable “liberalization”, aborigine students
    with higher total creative characteristics were more supportive of the other
    variables in the home and school environment categories.
    (F) Existing environmental conditions had a highly far-reaching influence on
    the extraordinary creative potential cases; while school education manifested
    a positive majority influence.
    C. Analysis and comparative study on creative thinking
    A Difference was noted between the “openness” of aborigine students in
    mountain regions and that of the ordinary students in cities. (Ordinary
    students in cities had higher scores than aborigine students in mountain
    regions.) No differences were noted in the other variables.
    D. Analysis of extraordinary creative potential cases
    1. All cases are independent and self-supporting due to their environment .
    They participated in numerous activities in their schools and gain acceptance.
    2. The cases in cities were quite proficient in performance arts; while cases
    mountain region in visual arts, moreover the development of talents and
    interests of these csaes are diverse.
    3. Most of the creative motivation of all cases is of “internal motivations
    ”, the cases and other people mostly express positive evaluation for the
    creative products.
    4. The preservation for their culture in urban and mountain regions is
    insufficient. The spirit of ethnic aboriginal culture rarely appear in cases’
    creative works .
    5. Most of the cases recognized their aborigine culture. Most of them like to
    attend aborigine cultural activities, exception for cases 4 in the city.
    6. The cases in urban and suburb regions mostly are able to continuously
    develop their creativity based on their own interests  and are willing to
    develop creativity from the ideas of aborigine culture. Most of their teachers
    and parents expressed support or respect.
    Implications for instruction,assessment and further research of aborigine
    students’creativity are recommended on basis of the results of this study.

    誌謝 中文摘要........................I 英文摘要........................III 目錄..........................V 圖表目次.  .....................VII 第一章 緒  論.........................1   第一節 研究動機與目的....................1   第二節 研究問題..... .................10   第三節 名詞釋義..... .................13 第二章 文獻探討........ ................15    第一節  創造力的理論與定義. ...............15 第二節 創造力特質...... ..............17 第三節 創造力的評量.. .................31 第四節 環境對創造力的影響.... ............37 第五節 影響原住民創造力的環境因素.. ..........48 第六節 原住民學生之相關研究..... ..........59 第三章 研究方法.............. ..........65   第一節 研究設計............. .........65   第二節 研究對象.............. ........67   第三節 研究工具............... .......72   第四節 研究程序................ ......81   第五節 資料處理................. .....84 第四章 研究結果...... ... ...............87 第一節 城市與山地鄉國小原住民學生於 「威廉斯創造性傾向量表」之資料分析 ......... 87 第二節 城市與山地鄉國小原住民學生於「影響創造力環境因素」 問卷資料分析與比較 ............... 107 第三節 城市、山地鄉國小原住民學生與城市一般學生於 「威廉斯創造性思考活動」資料之分析. .......131 第四節 具明顯創造力特質及優異創造思考能力 之國小原住民學生訪談結果分析 ...........134 第五章  討論...................... ...180 第一節 國小原住民之創造力特質...............180 第二節 國小原住民之創造性環境...............186 第三節 國小原住民之創造思考能力..............193 第四節 具優異創造潛能國小原住民學生之生活經驗、才能興趣、創意體驗、 文化參與與 未來期許........... .194 第六章 結論與建議.............. .........199 第一節 研究結論.....................199 第二節 研究限制.....................199 第三節 研究建議.....................207 參考文獻............................217 附錄 附錄一 「影響創造力環境因素問卷」專家評鑑名單.......235 附錄二  影響創造力發展環境因素問卷專家評鑑結果整理.....236 附錄三  影響創造力發展環境因素問卷(我的環境問卷) 之預試問卷.................... ..239 附錄四  家庭環境變項題目因素分析結果............242 附錄五  學校環境變項題目因素分析結果............243 附錄六  影響創造力環境因素問卷(我的環境問卷) 之正式問卷 ....................244 附錄七  具優異創造潛能兒童、家長及教師之訪談綱要 專家意見整理表............... ...247 附錄八  具優異創造潛能之國小原住民兒童         訪談綱要學生、家長及教師部份........ ...256 圖 表 目 次 表2-1:心理學理論或創造力訓練之創造力理論............15 表2-2:Stein(1968)、Lingeman (1982)、Davis (1986)之創造力特質表...18 表2-3:創造力特質之研究結果...................19 表2-4:文化社經殊異兒童創造力特質之研究結果...........23 表2-5:男女生呈現的特質對照表..................28 表2-6:男女生創造力特質研究結果.................29 表2-7:創造力評量方式分類表...................31 表2-8:影響創造發展的教育因素..................43 表3-1:國小原住民受試者分配情形.................69 表3-2:「威廉斯創造性傾向量表」總分之高中低三組 之人數、平均數與標準差 .................70 表3-3:受訪者之分配情形與代號.... ............ .72 表3-4:影響創造力環境因素問卷預試樣本..............75 表3-5:「影響創造力環境因素問卷」內部一致性分析........ .76 表3-6:更動後家庭環境內部一致性分析...............77 表3-7:「影響創造力環境因素問卷」重測信度... .........79 表4-1:城市與山地鄉國小原住民學生於「威廉斯創造性傾向量表」 四個分量表各題得分平均數與標準差... .........88 表4-2:不同地區在「威廉斯創造性傾向量表」四個分量表 之二因子混合設計變異數分析摘要表... .........88 表4-3:城市與山地鄉國小原住民學生於「威廉斯創造性傾向量表」 四個分量表之單因子變異數分析要表.. ..........89 表4-4:兩個地區國小原住民學生於威廉斯創造性傾向量表四個分量 表各題變異數分析摘要.. ................90 表4-5:城市與山地鄉國小原住民學生於「威廉斯創造性傾向量表」 各題之平均數、標準差及事後比較情形.......... .91 表4-6:城市與山地鄉國小原住民學生優弱勢特質陳述對照. ..... 93 表4-7:冒險分量表的平均數與標準差................96 表4-8:冒險分量表之三因子變異數分析摘要表............96 表4-9:好奇分量表的平均數與標準差......... ..... .98 表4-10:「好奇」分量表之三因子變異數分析摘要表........ .98 表4-11:「好奇」分量表單純交互作用效果的變異數分析摘要表... .99 表4-12:「地區X性別」在低分組國小原住民的單純主要效果 之變異數分析摘要表 ...................99 表4-13:「地區X整體創造力特質表現程度」在國小原住民男生 好奇特質的單純主要效果之變異數分析摘要表.. ......100 表4-14:「性別X創造力特質表現程度」在山地鄉國小原住民 的好奇特質單純主要效果之變異數分析摘要表 ........102 表4-15:想像分量表的平均數與標準差...............104 表4-16:「想像」分量表之三因子變異數分析摘要表.. . .104 表4-17:挑戰分量表的平均數與標準差...............105 表4-18:「挑戰」分量表之三因子變異數分析摘要表......  105 表4-19:「挑戰」分量表「性別X創造力特質表現程度」之 單純主要效果之變異數分析摘要表  ........... 106 表4-20:城市與山地鄉國小原住民學生於「影響創造力環境因素」 問卷家庭部份各變項得分平均數與標準差..........107 表4-21:不同地區國小原住民學生與家庭環境變項之 二因子混合設計變異分析摘要表..............108 表4-22:影響不同地區國小原住民學生創造力家庭環境變項 單純主要效果之變異數分析摘要表.............109 表4-23:城市與山地鄉國小原住民於「影響創造力環境因素」     問卷家庭部份各變項中各題 單因子變異數分析摘..... 110 表4-24:城市與山地鄉國小原住民於「影響創造力環境因素」問卷家      庭部份各題平均得 分、標準差及事後比較對照表......111 表4-25:城市與山地鄉國小原住民家庭環境有利不利條件對照表. ..112 表4-26:城市與山地鄉國小原住民學生於「影響創造力環境因素」 問卷學校部份各變項得分平均數與標準差..........115 表4-27:不同地區國小原住民學生與學校環境變項 之二因子混合設計變異分析摘要表.............116 表4-28:影響不同地區國小原住民學生創造力發展 學校環境變項單純主要效果之變異數分析摘要表 .......116 表4-29:城市與山地鄉國小原住民於「影響創造力發展環境因素」問卷學校部份各變項之 各題 單因子變異數分析摘要表....... 118 表4-30:城市與山地鄉國小原住民於「影響創造力發展環境因素」問卷學校部份各題平均 得 分、標準差 及事後比較對照表......119 表4-31:城市與山地鄉國小原住民學校環境有利不利條件對照表....120 表4-32:國小原住民學生於「影響創造力環境因素」問卷 各個變項之平均數、標準差與人數分配 ...........123 表4-33:國小原住民學生於「影響創造力環境因素」問卷 各個變項三因子變異數分析摘要表.............127 表4-34:城市、山地鄉國小原住民與城市一般學生於 「威廉斯創造性思考活動」六個向度的平均數與標準差......132 表4-35:城市、山地鄉國小原住民學生與城市一般學生 創造思考能力之單因子變異數分析摘要表... .......133 表4-36:個案訪談結果摘要表................. .177 圖2-1 :不同環境對創造力發展的影響.............. .39 圖3-1 :研究架構圖.. .....................65

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