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1 47 Current Status of Creativity Teaching In Elementary Gifted Classes * Shiou-Mei Chan 93 年年 3 2 (1) (2) 北量年量廉量識識力力力力立

2 48 ABSTRACT The purpose of this study was: (1) to investigate current status of creativity teaching in Taiwan elementary gifted classes; (2) to investigate the cognitive and affective creativity performance of gifted students from those gifted classes. The Inventory of Creativity Teaching was administered to 18 teachers of elementary gifted classes; while other four instruments, including Verbal Test of Creative Thinking, Test of Problem-Solving, Chinese Form of Williams Test of Creativity, and Scale of Self-Actualization for Adolescents, were administered to 212 grade 6 gifted students from those classes. The major findings of this study were as the following: The majority of the gifted class teachers had possessed proper basic concepts about creativity teaching, but still not enough in advanced knowledge and instructional skills. The main difficulty of implementing creativity teaching came from environmental obstacles; Students from gifted classes showed higher level of creative thinking ability, problem-solving ability and creative characteristics than that of those from regular classes. Keywords: creativity teaching, creative thinking, problem-solving ability, self-actualization, gifted education.

3 49 力異理識 ( 1997; Davis & Rimm, 1997; Gallagher & Gallagher, 1994; Piirto, 1999) 力異領領力類 ( 1986) Passow 1977 力 Renzulli (1986) ( The three-ring conception of giftedness) 度力異 Clark (1992) 力 Piirto(1999) 更力力力累 ( 連, 1997;, 2002, 2002; Sternberg & Lubart, 1999) 略 ( 龍, 1998; Treffinger, D. J., Sortore, M. R., & Cross, J. A., 1993) (1998) :, 力, 練 (1997) 力練 : 力力,,, 力論數年更不力 (1998),, 力, (1998),,, Renzulli Reis (1991) 力 (The schoolwide enrichment model) 連 1983 年北北 1990 年北立連龍立 1992 年立力力連龍林 2000 省歷年來 ( 龍, 1994) 1996 年行力 ( 2001) 更 2002 年力力列力 1. 列車 2. 3.

4 ( 2002) 力領領 (Isaksen & Parnes, 1985 Vernon, 1989), 例練略 ( ) 練略略邏力略練略領 ( 呂金 2002 Morgan & Foster, 1999) ( 林, 1994 龍, 1994, 2002) 例度領 ( 1996, 1997) 練領度更力領領落 1987 年北行 ( 龍, 1994) 北狀行 1996 年 ( 1996a) 狀行 2002 年兩歷年來 ( ) 狀行領力力, 行狀, 領力狀行列狀年異參力參

5 51 兩兩 1930 年力練 ( 1993) 理領力 (Brainstorming) A.F.Osborn 1956 立力練 (Guilford 1977)J.P.Guilford 1950 年 (Structure of Intellect) 力理論 (divergent thinking) 力力類, 更力 (Finke, Ward, & Smith, 1992) Treffinger(1993) Guilford SOI 理論力歷列年 1960 年 Guilford 力理論念力切力練年 1980 年力力更力年力力力領識力理論例 Clark(1992) (Integrative Education Model) Gardner(1988) 領力 Csikszentmihalyi(1999) 力理論 (The system view of creativity) 領力 Sternberg & Lubart(1999) 力力更來理不領力領立 Creatology Magyari -Beck, 1993; 連, 1997 Maker(1999) 年來力累來 50 年來力兩 1. 力行更力不不領力 2. 不力行更力力理領

6 52 類領領力理領領理領力行列力理更來不領見拓了力力力列 1. 不領 2. 領識切領力 3. 力量力 Davis & Rimm (1994), 練, 列 1. 識度 2. 力理 3. 練力參 Clark(1992) (Integration Education Model) 力來來力林 (1994) 識立兩 1. (1) 列理 (2) (3) (4) (5) 識 (6) (7) 2. (1)

7 53 (2) (3) 靈念 (4) 行 (5) 3. (1) 力 (2) (3) 理不 (4) 行不力不力列兩 1. 略力 2. Renzulli (1992) 理論 -- 理行 (An Ideal Act of Learning), 力力, 兩力識度度 Renzulli 練年度不度力樂 Runco & Nemiro(1994) 力力列兩 1. 略 2. 樂度力見不不不不度立行度勵度 Feldhusen (1995) 力識

8 54, 切 Hansen & Feldhusen (1994) 練論練力, 列 1. 識 2. 練 3. Treffinger 年來力, 力力不練更來力 (Treffinger, et al., 1993) Vernon (1989) 年來練, 練, 練, Osborn 力 de Bono 練練, 練來, 練 Isaksen & Parnes (1985) 150 練行, 數練練, 練, 練略練 Treffinger (1986), 數臨不練, 力 (A model of creative learning) Feldhusen (1995) 力識識力力領識 (Treffinger, et al., 1993) 度領力不立領 (Gallagher & Gallagher,1994; Mumford, et al., 1992; Sternberg & Lubart, 1993)

9 55 1. 切切 Clark(1992) 理兩 (1993) 立理 1. 勵 2. 參 3. 力弄 Gallagher & Gallagher(1994) 1. 理 (1) (2) 行 2. 理 (1) 聯 (2) 不列兩 1. 度行 2. 略參北列 : 北 ; 北隆 ;

10 56 量年量廉量量量狀量說參 1989 力量來量臨力六年年度數 0.93 (p<.01) 度數.857 量.865 量.816 p<.01 Alpha 數.7745~.8486 Alpha 數.9085 Guttman 度數.6929~.8211 Guttman 度數.8236 度行年異數年兩量年 ( p<.001 ) 力六年女力異 1997 量力參 Guilford 理論 Torrance 理論量量流力度 (p<.001) 度.910 p<.001 流 Alpha 數.53~.66 Alpha 數.17 Alpha 數.86 數.435~.784 (p<.01) 數.750~.895 (p<.01) 度異數女女量見力力異年量量理論量來量

11 57 聯量量 133 Likert 量量 Alpha 數.6755~.9198 Guttman 度數.6031~.7628 廉量林 (1994) Williams 力量 (Creativity Assessment Packet) 力量量行量量度.489~.810 p.05 度數 Alpha 數.401 ~.780 Alpha 數.765~.877 年量量量 1995 六年量量六量量六 Alpha 數.805(P<.01) 度度度兩兩量異度量度量聯度論 ( ) 量量 8 量 8 數數 (90% ) 數數 (50% ) 不數識 ,2, ,5,6,7,8, ,4,5,9,11,16,17, ,3,4,5,7,10,11,12,13, ,15,16,17,18,

12 58 數識數利力見念數力不更參練識識行更練力 ( ) 狀狀量量量 9 9 量數數 (90% ) 數 (50% ) 數數 ,5,7,10 2 1, ,9,12 5 2,3,6,14, ,14,15,16, 17, 18,19 5 3,6,8,9, 量量 10 量 8 數理狀 (2002) 領行力力 25%~50% 不利力不領狀 2. 數領不利數不

13 59 力度力力量 3. 數兩量數狀量理來臨力行來力行列力! ( ) 量量量 13 來 13 了 6 行 12 數 (50% ) : 1. 練不 2. 練, 3. 參不 4. 不 5. ( ) 6. 度 7. 行識不 8. 識不不 9. 力參不不易 10., 落 11. 度力 12. 列 37 行力不類

14 60 1. (1) 不更 (2) 不 (3) 2. 行 (1) 行 (2) (3) 行識不 3. 度 (1) 參寧不 (2) 六年年籠力 (3) 不 (4) 略 4. 力數力來數識不力利 5. 落流不力參不不劣良落良不參令兩

15 61 參 ( ) 1. 力異數 N 212 N 361 M SD M SD F 流 *** *** *** *** *** *** p 流量量力年力量量量力 (1) 量流力力 (2) 量理類力力 (3) 力力 (4) 力力量, 流力力

16 62 2. 力 212 六年量六年量立 t 兩力異 N M SD N M SD t *** 女 *** *** ***p<.001 : 料 (2001) 料 12 女力年量力力力量量量力 (1) 歷力力力 (2) 力力, 力量力, 度力 ( ) 廉量年量兩量量 13

17 63 13 數數廉年 ( 1995) 年量, 年年 (N=365) 行年量廉量量異數數 t 廉 5.77** 年 2.47** **p<.01 料來 ( 1995) 兩料廉量料量降 ( ) 六年年不 (3 年 5 年 ) 異理異六年, 易臨量年年量力

18 64 論 ( ) 1. 識略識 2., 數數不利行, 領狀 3. 數來力度力 4. 數略利力數, 不利狀 5. 令 6. (1) (2) 行 (3) (4) 力 (5) 不 ( ) 1. (1) 流力年 (2) 力 2. (1) (2) 六年不理

19 65 ( ) 行 1. 練識 2. 列 3. 立力 4. 度力 ( ) 行聯行 3. 識 ( ) 狀行更 3. 領狀行 4. 量領狀參連 (1997) 連龍林 2000 北理 (1996) 異略立 (1997) 省 1-4 (1997) 立論 (1998) (1996a) (1996b) 立料 21 ( ) (1988): 北 :

20 66 (1998), 行 (1997) (1996) 立 1-19 (1996) 力立北林林 2002 力力立北 7-20 呂金 2002 力量呂 2002 立北數理論林 (1998) 林 (1994) 林 (1994) 北理林 (1990 北 : 流林 (2002 立論林玲林立 2002 略立北立論 (1997 力練 (1991) 北理 (1997), 龍 1998 北理龍 2002 力練立北龍 (1994) 立

21 67 (1993) 北 (1994) 異力力北 : 2002 立論力立北 (1990) 力 (1995) (1999) 狀 (2001) ( ) (1989) 北理 (1986) 歷 (1997) (1997) (1999) 立識盧 (1994): 立 Albert, R. S., & Runco, M. A. (1999). A history of research on creativity. In R. J. Sternberg (Ed.), Handbook of creativity. Cambridge, UK: Cambridge University Press. Ali, A. S. (2001). Issues involved in the evaluation of gifted programmes. Gifted Education International, 16(1), Clark, B. (1992). Growing up gifted: Developing the potential of children at home and at school.

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24 Pfeiffer, S. I. (2003). Challenges and opportunities for students who are gifted: What the experts say. Gifted Child Quarterly, 47(2), Piirto, J. (1999). Talented children and adults: Their development and Education (2nd ed.). Upper Saddle River, NJ: Prentice-Hall, Inc. Plucker, J. A., & Renzulli, J. S. (1999) Psychometric approaches to the study of human creativity. In R. J. Sternberg (Ed.), Handbook of creativity. Cambridge, UK: Cambridge University Press. Purcell, J. H., Burn, D. E., Tomlinson, C. A., Imbeau, M. B., & Martin, J. L. (2002). Bridging the gap: Atool and technique to analyze and evaluate gifted education curricular units. Gifted Child Quarterly, 46(4), Reid, C., Udall, A., Romanoff, B., & Algozzine, B. (1999). Comparison of traditional and problem solving assessment criteria. Gifted Child Quarterly, 43(4), Renzulli, J. S. (1992). A general theory for the development of creative productivity through the pursuit of ideal acts of learning. Gifted Child Quarterly, 36(4), Renzulli, J. S., & Dai, D. Y. (2001). Abilities, interests, and styles as aptitudes for learning: A person-situation interaction perspective. In R. J. Sternberg, & L. Zhang(Eds.), Perspectives on thinking, learning, and cognitive styles. Mahwah, NJ: Lawrence Erlbaum Associates, Inc. Renzulli, J. S., & Reis, S. M. (1991). The schoolwide enrichment model: A comprehensive plan for the development of creative productivity. In N. Colangelo and G. A. Davis (Eds.), Handbook of gifted education. Needham Heights, MA: Allyn and Bacon. Robertson, S. I. (2001). Problem solving. Philadelphia, PA: Psychology Press. Rogers, K. B. (2002). Grouping the gifted and talented: Questions and answers. Roeper Review, 24(3), Rosemarin, S. (2001). The evaluation of a pullout program for gifted children in Israel. Gifted Education International, 15(3), Rosemarin, S. (2002). Teachers attitudes towards giftedness-a comparison between American and Israeli teachers. Gifted Education International, 16(2), Schatz, E. M. & Buckmaster, L. R. (1984). Development an instrument to measure self-actualizing growth in preadolescents. The Journal of Creative Behavior, 18(4), Schubert, D. S., & Biodi, A. M. (1977). Creativity and mental health: III. Creativity and adjustment. The Journal of Creative Behavior, 11, Shallcross, D. J. (1981). Teaching creative behavior: How to teach creativity to children of all ages. Englewood Cliffs, NJ: Prentice-Hall. Smutny, J. F., Walker, S. Y., & Meckstroth, E. A. (1997). Teaching young gifted children in the regular classroom: Identifying, nurturing, and challenging ages 4-9. Minneapolis, MN: Free Spirit Publishing Inc.

25 71 Sternberg, R. J. (1996). Cognitive psychology. Orlando, FL: Harcourt Brace College Publishers. Sternberg, R. J. (2000). Identifying and developing creative giftedness. Roeper Review, 23(2), Sternberg, R. J., Forsythe, G. B., Hedlund, J., Horvath, J. A., Wagner, R. K., Williams, W. M., Snook, S. A., & Grigorenko, E. L. (2000). Practical intelligence in everyday life. New York, NY: Cambridge University Press. Sternberg, R. J., & Lubart, T. I. (1999) The concept of creativity: Prospects and paradigms. In R. J. Sternberg (Ed.), Handbook of creativity. Cambridge, UK: Cambridge University Press. Sternberg, R. J., & Lubart, T. I. (1993). Creative Giftedness: A multivariate investment approach. Gifted Child Quarterly, 37(1), Sternberg, R. J., & O Hara, L. A. (2000). Intelligence and creativity. In R. J. Sternberg (Ed.), Handbook of Intelligence (pp ). New York, NY: Cambridge University Press. Sternberg, R. J., & O Hara, L. A. (1999) Creativity and intelligence. In R. J. Sternberg (Ed.), Handbook of creativity. Cambridge, UK: Cambridge University Press. Strom, R. D., & Storm, P. S. (2002). Changing the rules: Education for creative thinking. Journal of Creative Behavior, 36(3), Swiatek, M. A., & Lupkowski-Shoplik, A. (2003). Elementary and middle school student participation in gifted programs: Are gifted students underserved? Gifted Child Quarterly, 47(2), Torrance, E. P., & Goff, K. (1990). Fostering Academic creativity in gifted students. ERIC clearinghouse, ED Treffinger, D. J. (1986). Research on creativity. Gifted Child Quarterly, 30(1), Treffinger, D. J. et al. (1993). Programs and strategies for nurturing creativity. In K. A. Heller, F. J. Monk, & A. H. Passow (Eds.), International handbook of research and development of giftedness and talent. Oxford, England: Pergamon Press Ltd. Van Tassel-Baska, J. (2001). The talent development process: What we know and what we don tknow. Gifted Education International, 16(1), Van Tassel-Baska, J. (1994). Comprehensive curriculum for gifted learners (2nd ed.). Needham Heights, MA: Allyn and Bacon. Vernon, P. E. (1989). The nature-nurture problem in creativity. In Glover, G. A., Ronning, R. R., Reynolds, CR. (Eds.), Handbook of creativity. New York, NY: Plenum Press. Weinebrenner, S. (1992). Teaching gifted kids in the regular classroom: Strategies and techniques every teachers can use to meet the academic needs of the gifted and talented. Minneapolis, MN: Free Spirit Publishing Inc. Weiner, P. R. (2000). Creativity and beyond. Albany, NY: State University of New York Press. Williams, F. E. (1986). The cognitive-affective interaction model for enriching gifted programs. In

26 72 J. S. Renzulli (Ed.), Systems and models for developing programs for the gifted and talented. Mansfield Center, CT: Creative Learning Center.

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untitled 領參讀什不論不若不什什不來參不什來立來度讀老度不兩落度行刺讀例讀行力讀兩輪度不浪讀率若度輪行行類不類不論例論留理 1 論論論論論論論論論論論了省省度不例理例念理論度類行聯理論度精利 2 省例行類立省精省益省省利