|
|
|
創造力的發展與實踐
|
|
|
|
|
吳靜吉．丁興祥．邱皓政
主編 主編
|
「人類基因的成份有98
％與猩猩相同…若非創造力，人之異於猿猴者幾希？」，這是芝加哥大學心理學教授Mihaly
Csiksentmihalyi在其論著《創造力》（Creativity）一書的引言，一語道盡了創造力這個課題的重要性。
人類文明的起源與延續，可以說與創造力息息相關。從個人問題解決的能力、科技的發展到社會文化與企業組織的改革與創新，都與人類創造力的發揮有關。然而創造力就像其他高層次的認知能力的研究(如智力)，是個相當複雜且抽象的研究課題。不論是創造力的定義與內涵、創造力測量的方法與技術、影響創造力發展的社會文化因素、環境因素的影響、創造力的發展與培育、組織創新與文明的發展等等，每一個議題都曾引起大量的研究與討論。
從基爾福特（Guilford）在美國心理學年會呼籲對於創造力的重視開始，近半世紀來，創造力的研究討論發展迅速，無數的行為科學界與教育學界的研究者攜手合作，繳出了一份亮麗的成績單。國內的創造力研究也逐漸活躍，成果豐碩。在跨越公元兩千年的今天，除了回顧過去的研究成果，發展應用的價值，更重要的是審視人類創造能力的本質與現象，為人類新世紀的開展，尋找生命力的起源。本專題的主要目的，即在徵求對於創造力主題有興趣的學者、專家、以及實務工作者，從哲學、心理、教育等不同的角度，來探討創造力的本質與現象，並擴及應用的領域。
創造力專題構想在刊登之後，即獲得廣泛的迴響，尤其是對於吳靜吉教授所撰寫的專文〈華人學生創造力的發掘與培育〉，我們收到了來自兩岸四地區（大陸、香港、新加坡、台灣）多位長期投入創造力研究的學者專家的回應，每一篇回應都是擲地有聲，對於華人社會的創造力問題著墨甚深。而吳靜吉教授的再回應〈華人創造力的研究和教育從分享開始〉，從吳教授個人常年以來從事創造力研究工作的心得出發，精彩的對話與回應，著實是一場豐富的知識饗宴。
在專題論文方面，本期專題收錄了五篇論文，詹志禹的〈科學發現與知識成長：我們能從科學哲學當中學到什麼？〉一文，藉由科學哲學的架構，探討了科學活動與人類創造活動的關連，文中不僅檢視了自亞里士多德以來科哲諸公的學說觀點，指出了知識成長與人類創造思考的歷程與關連，也在結論中指出科哲思想對於學習、教學或學術研究的含意；洪瑞雲與吳庭瑜的〈法則發現的背後：合作與解釋對科學推理技能獲得的影響〉則透過實證性研究，探討合作與解釋的經驗如何影響一個人由有限的案例中導出正確法則，對於科學教育或一般教育如何教導學生有效從事解釋的活動，提出了具體的論證，兩篇文章對於科學活動與創造力關係的討論，有異曲同工之妙。
另外兩篇論文，鄭英耀與王文中的〈影響科學競賽績優教師創意行為之因素〉及邱皓政的〈學校組織創新氣氛的內涵與教師創造力的實踐：另一件國王的新衣?〉，則是針對學校老師所進行的實證研究；前者是對在科展上表現優異的老師，透過訪談與問卷，歸納出影響科學競賽績優教師創意發展的個人特質、家庭、學校與組織因素；後者則是以質化的方式，分析了影響中學教師表現創意的相關因素，並提出了一套整合模式去解釋校園當中，教師如何表現他們的創新行為。這兩篇論文更貼近了我們的校園環境，對於瞭解我們校園當中的創意活動，都有著相當深刻的剖析。最後，葉玉珠與吳靜吉的〈創意發展組織因素量表之編製：以科技產業為例〉一文，則從創意培育的觀點，編製一份評量科技產業影響創意發展的組織環境量表，讓創造力的研究工作者，多了一份可資運用的測量工具。
整個專輯進行之際，恰逢教育部頒訂《創造力教育白皮書》，象徵我國將朝創造力國度（Republic
of
Creativity）邁進，益發說明創造力的研究確實有它的時代意義，不僅攸關了科學的發展、人類文明的進步與生活品質的提升，更將影響我們下一代的教育與發展。從開始徵求論文以來，我們體會到了華人學者對於學生創造力的關懷與用心，在蒐集整理研究者的心得與成果之餘，我們也體會了這股力量足以形成一個創造力的研究社群，我們高度的期盼它的誕生。這次的專題編纂，做為主編的我們以及工作伙伴，得到了最豐富的收穫，希望讀者們也是滿載而歸。
（撰稿人：王叢桂，東吳大學心理系教授及本刊執行編輯）
回上一頁 |
|
|
華人學生創造力的發掘與培育(1)
Enticing
the
Crouching
Tiger
and
Awakening
the
Hidden
Dragon:
Recognizing
and
Nurturing
Creativity
in
Chinese
Students
|
|
|
吳靜吉
/
學術交流基金會
|
Jing-Jyi
Wu
/
Foundation
for
Scholarly
Exchange
(Fulbright
Foundation)
|
亞洲華人社會的政府和民間，幾乎同步強調創造力教育的重要性，但為什麼華人學生的創造力仍然還在臥虎待啟、藏龍待醒的階段呢？
其原因可能在於華人社會過份強調IQ而忽略創造力；重視外在動機而忽略內在動機；強調知識來自權威的傳授，而忽略意義的主動建構；強調競爭表現、單打獨鬥，忽略團隊合作、知識分享；強調考試結果，忽略學習過程；重視紙筆測驗、記憶背誦，忽略真實評量、多元表現；支持乖男巧女、標準答案，排斥好奇求變、獨立思考；重視創造知識的傳授，忽略創造歷程的體驗；強調努力認真，忽略樂在其中；重視言教要求，忽略潛移默化；重視學科本位，忽略課程整合。
那麼，如何發掘華人學生的創造力呢？作者建議從學生的多元成就發掘創意；重視具有華文特色的創造歷程評量；強調生活風格的評量；強調創意文化（包括動機氣候）的評估；重視守門人的影響。
在培育華人學生的創造力方面，則可積極建立創造力的價值與態度；形塑創造的生活風格；以多元智慧為架構培育創造力；採取匯合取向或科際整合取向培育創造力；陶融創意文化；妥善選擇創意守門人；包容、尊重與支持多元團體與個別差異；強調創意歷程與樂在其中的體驗；將創造力融入各科教學與課程統整；創造力相關技巧與特定領域創造技巧並重；同時重視多元與真實、個別與團體、歷程與產品的評量；並謹記「上行下效」比「掌控管教」更有效。
關鍵詞︰創造力、華人學生、創造力教育
回上一頁
|
In
Chinese
societies
throughout
Asia,
both
governments
and
the
private
sectors
are
stressing
the
importance
of
recognizing
and
nurturing
creativity
in
students.
This
implies
that
creativity
in
Chinese
students
is
still
undiscovered
and
under-developed.
Why?
The
author
argues
that
education
policy
and
practice
in
almost
every
Chinese
society
neglect
and/or
discourage
students'
curious
exploration
and
independent
thinking,
intrinsic
motivation,
and
other
nine
factors
that
are
conducive
to
creativity.
Drawing
on
research
in
Taiwan,
the
author
suggests
five
ways
to
identify
creativity
in
Chinese
students
and
recommends
that
in
order
to
nurture
creativity,
educators
and
researchers
must:(1)create
a
goal
structure
that
values
creativity,
(2)
construct
activities
in
a
creative
lifestyle,(3)employ
multiple
intelligence
theory
as
a
framework
to
cultivate
creativity,(4)adopt
the
confluence
approach
and
maintain
interdisciplinary
perspective
to
study
creativity,(5)gradually
shape
a
creative
culture
that
allows
informal
and
implicit
learning
of
creative
behavior,(6)select
appropriate
gatekeepers
when
necessary,(7)tolerate
and
respect
diversity
and
individual
differences,(8)create
opportunities
for
experiential
learning
and
flow
experiences,(9)infuse
creativity
into
the
curriculum
and
make
use
of
project-based
learning,(10)teach
both
creativity-relevant
skills
and
domain-relevant
skills,(11)emphasize
both
multiple
and
authentic
assessment
of
individuals,
teams,
and
(12)always
remember
that
mentoring
is
more
effective
than
controlling.
Keywords:
creativity,
Chinese
students,
creativity
education
|
|
|
|
科學發現與知識成長：
我們能從科學哲學當中學到什麼？
(1)
Scientific
Discovery
and
Knowledge
Growth：
What
Can
We
Learn
from
Philosophy
of
Science?
|
|
|
詹志禹
/
政治大學教育系
|
Chih-Yu
Chan
/
Department
of
Education
National
Chengchi
University
|
本文的主要目的在依循科學哲學發展的歷史脈絡，以各派科學哲學的觀點分析「科學發現」與「知識成長」的歷程。經過重新檢視歸納法、邏輯實證論、波普的觀點、孔恩的貢獻、費若本的啟示、圖爾明的模式、以及夏皮爾的論述之後，我們可以得到下列結論：
1.歸納法在本質上是一種「假設--驗證」的問題解決歷程。
2.不要期待透過簡單、機械性、神秘的、意外的歷程，就能有重要的科學發現。
3.科學發現必須以科學創造為前提，沒有創造就沒有發現。
4.科學發現雖無邏輯可循，卻有理由可循，是一個理性的歷程。
5.典範會幫助創造，也會抑制創造，必須了解典範、尋找異例、偵知錯誤、容忍危機、挑戰典範，才能創造新典範。
6.創造思考與批判思考之間、擴散思考與聚斂思考之間、或變異與選擇之間的循環回饋歷程，是知識成長的基本歷程。
作者並針對每一條結論提出其在學習、教學或學術研究上的含意。
關鍵字：科學發現、知識成長、科學哲學、創造思考、批判思考、歸納法、實證論、否證論、典範、演化論、自我組織
回上一頁
|
The
aim
of
the
current
paper
was
to
analyze
the
process
of
knowledge
growth
and
scientific
discovery
by
historically
reviewing
the
philosophy
of
science.
After
re-assessing
inductivism,
logical
positivism,
falsificationism,
Kuhn's
contribution,
Feyerabend's
position,
Toulmin's
model,
and
Shapere's
theory,
the
following
conclusions
were
derived.
First,
the
so-called
"inductive
reasoning"
is
essentially
a
"hypothesis-testing"
process.
Second,
it
should
not
be
expected
that
important
scientific
discovery
could
be
achieved
simply
by
mechanistic,
mysterious,
or
accidental
process.
Third,
scientific
discovery
presupposes
scientific
creativity.
Forth,
although
there
is
no
logic
of
scientific
discovery,
there
usually
are
good
reasons
for
it.
In
other
words,
the
process
of
scientific
discovery
is
rational.
Fifth,
paradigms
can
facilitate
as
well
as
constrain
creativity.
In
order
to
create
new
paradigms,
learners
should
be
able
to
understand
paradigms,
find
out
counter
examples,
detect
errors,
tolerate
crisis,
and
challenge
existing
paradigms.
Sixth,
the
fundamental
process
of
knowledge
growth
is
basically
a
dynamic,
iterating,
bootstrapping,
and
self-organizing
process
of
creative
and
critical
thinking,
i.e.,
of
variation
and
selection.
Some
implications
of
the
above
conclusions
for
learning,
instruction,
and
research
were
also
discussed.
Keywords:scientific
discovery,
knowledge
growth,
philosophy
of
science,
creative
thinking,
critical
thinking,
inductivism,
logical
positivism,
falsificationism,
paradigms,
evolutionary
theory,
self-organizing. |
|
|
|
法則發現的背後：
合作與解釋對科學推理技能獲得的影響(1)
Behind
the
Rule
Discovery:
The
Role
of
Collaboration
and
Explanation
on
Scientific
Reasoning
|
|
|
洪瑞雲
/
交通大學工業工程與管理學系
吳庭瑜
/
明新技術學院工業工程與管理學系
|
Ruey-Yun
Horng
/Department
of
Industrial
Engineering
and
Management
National
Chiao
Tung
University
Ting-Yu
Wu
/Department
of
Industrial
Engineering
and
Management
Ming-Hsin
Institute
of
Technology
|
以合作的方式進行法則發現作業可以提高正確法則被發現的機會，在推理過程中對自己的思考活動進行解釋，或是要求合作的伙伴解釋其行為、想法也有同樣的效果（吳庭瑜、吳明樺、洪瑞雲，1998)。
本研究的目的在探討究竟合作與解釋的經驗如何影響一個人由有限的案例中導出正確法則。本研究的資料係上引研究中114個大學生進行法則發現作業時在假設產生與假設檢定過程中記錄下來的書面文字資料。經分析後發現，在兩人實際合作的情形下修訂假設時使用的策略會較符合Bruner等人（1956）所稱之理想的假設測試策略。但此策略在事後單獨解題時並不會再出現，顯示合作對測試策略的獲得缺乏效果。
然而，先前合作的經驗仍有助於正確法則的發現，此可能和合作可以豐富個人的領域知識有關。相較之下，解釋雖也可提昇法則發現的次數，但與合作最大的不同之處在於解釋的效果是展現在由案例中萃取出較多屬性、產生較多樣的假設與假設修訂策略。
此結果顯示解釋極可能是塑造、獲得假設產生與測試策略的因素。
關鍵詞︰法則發現、科學推理、假設產生、假設檢定、合作、解釋
回上一頁
|
Collaboration
can
improve
the
rule
discovery
performance.
Self-explanation
or
asking
the
collaborator
for
explanations
can
also
increase
the
number
of
rules
discovered
(Wu,
Wu,
&
Horng,
1998).
The
purpose
of
the
present
study
was
to
investigate
how
collaboration
and
explanation
work
to
affect
one's
reasoning
during
rule
discovery.
The
data
were
written
protocals
produced
by
114
college
students
during
hypothesis
generation
and
hypothesis
testing
in
Wu,
Wu,
&
Horng's
study.
Results
showed
that
working
in
dyad
may
increase
the
likelihood
of
using
a
strategy
closer
to
the
ideal
hypothesis
testing
strategy
proposed
by
Bruner,
Goodnaw
and
Austin
(1956).
However,
there
was
no
sign
of
transfer
in
the
subsequent
testing
session
when
participants
were
working
alone.
Nevertheless,
the
collaborative
experience
still
had
an
effect
on
the
number
of
rules
correctly
discovered.
The
effect
of
collaboration
is
very
likely
due
to
knowledge
sharing
between
the
collaborators.
The
instruction
to
engage
in
explanatory
activity
may
increase
the
number
of
rules
correctly
discovered
as
well.
Moreover,
with
practice,
explanation
appears
to
enable
one
to
extract
more
features
from
the
observed
instances
and
come
up
with
various
approaches
to
modify
a
hypothesis
when
confronted
with
negative
testing
results.
Thus,
explanation
appears
to
implicitly
shape
one's
hypothesis-testing
strategy.
Keywords:
scientific
reasoning,
rule
discovery,
confirmation
bias,
collaboration,
explanation.
|
|
|
|
影響科學競賽績優教師創意行為之因素(1)
Factors
that
Influence
Creativity
Behavior
for
Awarded-Winning
Teachers
in
Scientific
Competitions
|
|
|
鄭英耀
/
中山大學教育研究所
王文中
/
中正大學心理學系
|
Ying-Yao
Cheng
/
Institute
of
Education
National
Sun
Yat-Sen
University
Wen-Chung
Wang
/
Department
of
Psychology
National
Chung
Cheng
University
|
「不創新，就落後」（Leonard
&
Straus,
1997）。創造力是推動科技、文化進步、提昇個人智慧的原動力。本研究的目的在藉由訪談、問卷歸納出影響科學競賽績優教師創意發展的個人特質、家庭、學校（組織）因素。
本研究以1994-1998年參加中小學科學競賽獲獎三次以上之36名績優教師為訪談對象，並比較224名一般教師和績優教師在研究者自編之「創造力發展量表」上的反應之差異。結果發現：科學績優教師擁有許多共同的個人特質、成長背景以及工作環境，然而卻也各自擁有一些獨特性。
一般教師和科學競賽績優教師對影響創造力發展與精進之51項因素重要性的評估一致性高、評價也高；另外，科學競賽績優教師在擁有影響創造力之人格特質、能力和學校（組織）因素則明顯多於一般教師。研究最後除針對結果做深入討論，並對未來研究方向提出若干建議。
關鍵詞︰創意行為、科學競賽、績優教師
回上一頁
|
"Innovate
or
fall
behind"
（Leonard
&
Straus,
1997）.
The
purpose
of
this
study
is
to
explore
personal,
family,
and
school
factors
that
influence
creativity
development.
Thirty-six
primary
and
secondary
school
teachers
who
guided
students
to
win
scientific
competitions
more
than
three
times
in
five
years
were
interviewed.
These
award-winning
teachers
as
along
with
other
224
non-award-winning
teachers
were
administered
with
an
inventory
of
51
items
pertaining
to
factors
deemed
helpful
to
creativity
development.
Results
show
that
there
were
some
commonalities
as
well
as
uniqueness
in
terms
of
personal,
family,
and
school
backgrounds
among
these
award-winning
teachers.
Both
groups
of
teachers
regarded
the
51
items
very
helpful
to
creativity
development.
In
addition,
the
award-winning
teachers
possessed
more
personal,
family,
and
school
（organization）
characteristics
that
were
deemed
helpful
to
creativity
development
than
the
non-award-winning
teachers.
Keywords:
creativity
behavior,
scientific
competitions,
award-winning
teachers.
|
|
|
|
學校組織創新氣氛的內涵與教師創造力的實踐：另一件國王的新衣？(1)
The
Construct
of
the
Campus
Organizational
Climate
for
Creativity
and
the
Teachers'
Creativity
Performance:
Another
"New
Cloth
of
the
King"?
|
|
|
邱皓政
/
輔仁大學心理系
|
Haw-Jeng
Chiou
/DDepartment
of
Psychology
Fu-Jen
Catholic
University
|
為培養學生的創造力，建構一個充滿自由、開放、人本、創造、適性的學習成長環境是一個重要的工作。
本研究針對中等學校教職人員進行實地研究，以了解校園環境中對於學校教職員創意行為的助長或妨礙因素。研究的進行採取訪談法與自由反應問卷法，藉以瞭解校園組織運作對於個人創意表現的環境影響因素，並進行案例追蹤及整理。總計完成中等學校教職員18人的訪問與82位教職員的自由反應問卷資料，抽取出764筆反應詞類。資料的整理分析發現，台灣地區高中職校園的創意氣氛之形成，主要受到「工作與任務的特質」、「教育政策與社會風氣」、「組織結構與運作機制」、「人際互動」等幾個主要因素的影響。從組織內部的因素來看，校長「守門人」角色的發揮，以及師生間的緊密互動，對於教職員的創新行為有著相當重要且直接的影響；而組織是否重視團隊運作、鼓勵及提供學習成長機會、供給充份的資源如時間、設備等，也是校園組織創新氣氛形塑的重要因素。
從外部的影響來看，本土教育改革運動的推展，相當程度影響校園組織運作，並反映在校園對創造性氣氛的重視上。
最後，本文除了提出「校園組織創新歷程整合模式」來整理研究發現之外，並討論當前校園組織風氣的變遷趨勢，是為台灣打造一個創造力國度（Republic
of
Creativity），還是只是一件國王的新衣？
關鍵詞︰校園創新氣氛、組織氣氛、創造力、創造的社會心理學
回上一頁
|
An
open,
human-based,
and
creative
learning
environment
is
critical
for
incubating
creativity.
The
purpose
of
this
study
is
to
investigate
the
influences
of
the
school
organizational
environment
on
the
high
school
teacher's
creative
performances.
A
field
study
is
designed
to
investigate
the
creative
organizational
climate
and
related
influential
factors
at
Taiwan's
high
school
campus,
by
using
interview
and
open-ended
questionnaire.
Interviewees
were
18
teachers,
principles,
and
administer,
who
were
purposively
selected
from
different
types
of
high
schools.
The
open-ended
questionnaire
was
administrated
to
82
high
school
teachers
and
administers
for
collecting
their
opinions
about
the
influential
factors
on
campus's
creative
climate.
Results
indicated
that
the
educational
reform
in
Taiwan
and
organizational
structure
have
significant
influences
on
campus's
creative
climate;
the
organizational
structure,
administration
policies,
leaders'
efficiency,
team
work,
job
redesign,
and
communication
system
may
influence
employee's
creative
performance
at
campus.
An
integrative
model
of
organizational
creativity
at
campus
based
on
the
finding
of
this
current
study
was
proposed
at
the
end.
Discussion
also
involved
the
issue
of
that
the
Republic
of
Creativity,
a
movement
pushed
by
Ministry
of
Education
in
Taiwan,
may
be
a
kind
of
"the
new
cloth
of
the
king".
Keywords:creativity
performance,
organizational
climate
for
creativity
at
campus,
the
social
psychology
of
creativity.
|
|
|
|
創意發展組織因素量表之編製：
以科技產業為例
(1)
The
Development
of
"The
Inventory
of
Organizational
Factors
to
Creativity
Development":
An
Example
in
Technology
Companies
|
|
|
葉玉珠
/
中山大學教育研究所
吳靜吉
/
學術交流基金會
|
Yu-Chu
Yeh
/
Institute
of
Educatio
National
Sun-yat
Sen
University
Jing-Jjyi
Wu
/
Foundation
for
Scholarly
Exchange
(Fulbright
Foundation）
|
科技產業如何變革與創新，以再創台灣經濟奇蹟，是當前台灣科技產業應努力的方向，而如何促進員工的創造力為其成功的關鍵。組織環境影響員工的創造力甚巨，編製一份適當的評量工具，以幫助科技產業瞭解其組織環境並進行革新，實有其必要性。本研究的目的在根據訪談結果，編製一分評量科技產業有助於創意發展的組織環境量表-創意發展組織因素量表（IOF-CD）。
本研究包括訪談及量表預試兩大階段。訪談階段的參與者為30位科技領域的高創意者；量表預試階段的參與者為285位科技產業人員。研究中所使用的資料分析方法包括內容分析、Cronbach's
α內部一致性分析、探索性因素分析、皮爾森積差相關、t考驗、次數分配及描述統計。
研究發現IOF-CD具有良好的信度與效度。IOF-CD包含四個因素：.創造機會、滿足需求，鼓勵創意表現、重視溝通合作，重視異質交流、合作融洽，主管具專業知能、尊重新意；各因素的α係數依次為.86、.88、.87、.77，總量表的α係數為.94。IOF-CD的分數除了與自評創意程度有顯著相關外，也能有效區辨自評為高創意者及自評為低創意者的組織環境。
關鍵詞︰科技、組織、創意發展、量表
回上一頁
|
Employees'
development
of
creativity
has
been
suggested
as
a
key
factor
to
the
success
of
a
company;
as
a
result,
it
is
invaluable
to
develop
an
instrument
that
helps
technology
companies
evaluate
their
organizational
atmosphere
and
accordingly,
implement
necessary
innovation.
The
purpose
of
this
study
was
to,
based
on
interviews,
develop
an
inventory
for
understanding
organizational
factors
that
influence
their
employees'
creativity
development
in
technology
companies.
This
study
included
two
phases:
interview
and
pretest
of
the
inventory.
Thirty
highly
creative
people
in
the
field
of
technology
participated
in
the
interview
and
283
employees
in
technology
companies
participated
in
the
pretest.
Data
analysis
methods
included
content
analysis,
internal
consistency
analysis,
exploratory
factor
analysis,
Pearson
correlation,
t-test,
frequency,
and
descriptives.
The
findings
in
this
study
revealed
that
the
developed
inventory
(The
Inventory
of
Organizational
Factors
to
Creativity
Development
,
IOF-CD)
had
satisfactory
reliability
and
validity.
The
IOF-CD
comprised
four
factors;
the
Cronbach's
α
coefficients
for
the
four
factors
and
all
items
were
.86,
.88,
.87,
.77,
and
.94,
respectively.
In
addition
to
having
a
significant
correlation
with
self-report
scores
of
creativity,
the
score
of
IOF-CD
had
power
in
distinguishing
those
who
were
creative
from
those
who
were
not.
Keywords:
technology,
organization,
creativity,
inventory
|
|
|
|
|
|
|
