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系統識別號 U0002-0608201810382300
中文論文名稱 國中生設計思考特性與創造力之相關研究
英文論文名稱 A Study on the Relationship between Design Thinking and Creativity of Junior High School Students
校院名稱 淡江大學
系所名稱(中) 教育科技學系碩士班
系所名稱(英) Department of Educational Technology
學年度 106
學期 2
出版年 107
研究生中文姓名 林紜希
研究生英文姓名 Yun-Xi Lin
學號 605730117
學位類別 碩士
語文別 中文
口試日期 2018-06-11
論文頁數 88頁
口試委員 指導教授-賴婷鈴
委員-岳修平
委員-張月霞
中文關鍵字 設計思考  創造力 
英文關鍵字 Design Thinking  Creativity 
學科別分類 學科別社會科學教育學
中文摘要 全球化與經濟局勢改變快速,教育工作者開始思考如何培育學生有更多的新技能來面對未來未知的挑戰。目前推行的十二年國教即將創客教育的精神融入課綱中,鼓勵學生將創意想法透過動手做將作品具體化,培養學生應用能力、解決問題能力、團隊合作以及創造力。設計思考和近幾年教育改革的主張一致,讓課程從單向變成互動引導。設計思考強調以人為本及跨領域的團隊合作、做中學、同理等目標與十二年國教相同。設計思考具有增強同理心、問題解決能力及分析能力等技能的潛力,尤其是過程中需要依個人的創造力產生解決方案。本研究以設計思考特性及創造力為主要面向,採用問卷調查比較以科技領域課程整合並融入創客的方式及以一般兩門課分別授課的方式的差異情形,並分析設計思考特性及創造力之相關性。
問卷採立意取樣,以新北市某國中之二年級及三年級為研究對象,回收問卷共130份,經描述性統計、多變量變異數分析、績差相關及多元迴歸,得到以下研究結果:
一、 國中生在兩種課程模式中,其設計思考特性無顯著差異。
二、 國中生在整合的課程模式中,其創造力顯著高於一般課程。
三、 在整合的課程模式中,性別因素對設計思考特性及創造力無顯著差異;在一般的課程模式中,女生的設計思考特性及創造力顯著高於男生。
四、 在整合的課程模式中,設計思考特性對創造力具有預測力。
依據研究結論,研究者建議課程能融入設計思考以培養學生創造力,並能增設相關設備推行創客讓學生動手做發揮創意,未來研究能針對如何提升國中生設計思考能力有更深入的發展。
英文摘要 Due to globalization and rapid changes of the economic context, educators start thinking how to cultivate students with more knowledge and skills to face challenges of the 21st Century. Maker education and design thinking are the educational trends that both emphasize problem-solving, analyzing ability and creativity. Recent education reform includes maker education in the 12-year Compulsory Education Curriculum, and a new curriculum that integrates Living Technology Curriculum and Technology Curriculum is formed.
The purpose of the study was to investigate the junior high school students’ design thinking characteristics and creativity in two curriculums. One is newly formed Living Technology Curriculum and Technology Curriculum, which includes maker education. Another is existing curriculum, which separates science and technology curriculum and information technology curriculum. This study compared the difference between two curriculums in design thinking and creativity.
130 junior high students from New Taipei city were participated in this study. 8th and 9th grade students received questionnaires to assess their design thinking characteristics and creativity. MANOVA , Pearson’s product-moment correlation and multiple regression analysis were used to analysis data. The study results are listed below.
1. There were no statistically significant difference between the two different curriculums in design thinking characteristics.
2. Students who received new Living Technology Curriculum and Technology Curriculum had better scores in creativity than students who received Living Technology Curriculum and Technology Curriculum separately.
3. Students who received new Living Technology Curriculum and Technology Curriculum had no statistically significant difference in gender. However, girls had significant better design thinking characteristics and creativity than boys who received Science and Technology Curriculum and Technology Curriculum separately.
4. Design thinking characteristics can partially predict creativity.
Based on the results of the study, this study suggests to integrate design thinking into curriculums to cultivate students’ creativity. Besides, provide hands-on experiences and tools to support students’ concrete their creative ideas. Finally, suggestions for future studies are provided.
論文目次 目次
目次 iv
表次 vi
圖次 vii
第一章緒論 1
第一節研究背景與動機 1
第二節研究目的與問題 7
第三節名詞解釋 9
第四節研究範圍與限制 12
第二章文獻探討 13
第一節設計思考 13
第二節設計思考的特性 21
第三節創造力 31
第三章研究方法 42
第一節研究方法與研究對象 42
第二節研究設計與架構 44
第三節研究流程 46
第四節研究工具 48
第五節資料處理與分析 53
第四章研究結果 55
第一節不同課程模式的設計思考特性差異 55
第二節不同課程模式的創造力差異 59
第三節背景變項於各面向之差異 61
第四節整合模式設計思考特性及創造力的相關情形 65
第五節整合模式設計思考特性與創造力之預測力 67
第五章結論與建議 70
第一節結論 70
第二節建議 73
參考文獻 75
壹、中文部分 75
貳、英文部分 79
附錄一、家長說明書 85
附錄二、設計思考特性問卷 86
附錄三、心理出版社測驗使用同意書 88


表次
表1-1九年一貫舊課綱與十二年國教新課綱之差異 4
表2-1設計思考三階段 14
表2-2史丹佛大學設計思考過程模型 16
表2-3德國HPI設計思考學院設計思考過程模型 18
表2-4史丹佛大學與德國HPI設計思考學院設計思考過程模型差異 19
表2-5設計思考的思考過程模式之四種心智狀態 20
表2-6 設計思考問卷內容(18題) 22
表2-7設計思考特性統整表 24
表2-8 Carroll等人(2010)設計思考結合地理科目課程內容 25
表2-9設計思考相關研究 29
表2-10 Wallas創造力的四階段 33
表2-11 Parnes創造力的五階段 33
表2-12 Torrance創造力的六階段 34
表2-13創造力相關研究 41
表3-1整合模式及分授模式差異 43
表3-2設計思考問卷中文英文對照(18題) 49
表3-3設計思考問卷中文英文對照-同理面向 50
表4-1樣本之次數分配表 55
表4-2設計思考特性各題之描述性統計 57
表4-3不同課程模式於設計思考特性之多變量變異數摘要表 58
表4-4不同課程模式於創造力之多變量變異數摘要表 60
表4-5整合模式中性別背景變項於設計思考特性之多變量變異數摘要 61
表4-6整合模式中性別背景變項於創造力之多變量變異數摘要表 62
表4-7一般模式中性別背景變項於設計思考特性之多變量變異數摘要 63
表4-8一般模式中性別背景變項於創造力之多變量變異數摘要表 64
表4-9整合模式中設計思考特性及創造力之相關係數摘要表(n = 67) 66
表4-10設計思考特性各面向對流暢之多元迴歸摘要表 67
表4-11設計思考特性各面向對精密之多元迴歸摘要表 68
表4-12設計思考特性各面向對開放之多元迴歸摘要表 69


圖次
圖2-1 設計思考五步驟順序發散及收斂邏輯 17
圖3-1 研究架構 44
圖3-2 研究實施流程圖 46
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