觸覺體驗教æèˆ‡å…’ç«¥å‰µé€ åŠ›ä¹‹åˆæŽ¢ / A Primary Exploration on Teaching Materials for Tactile Experience and Children's Creativity

摘要

兒童時期是創造力啟發的黃金時期，而增加兒童生活中的五感體驗，亦有助於 創造力的æ昇。然而，在加強感官體驗的å„種創造力研究之中，觸覺體驗是在 兒童時期å分關éµã€å»å®¹æ˜“被忽略的。因此，本研究目的係以æ出觸覺體驗教æ並 探討視觸ä¸åŒé«”驗之順åºå°å‰µé€ åŠ›å•Ÿç™¼æ˜¯å¦é€ æˆå·®ç•°èˆ‡å½±éŸ¿ã€‚本研究é‡å°åœ‹å°ä¸€å¹´ 級的學生è¦åŠƒä¸‰å€‹æ•™å­¸å¯¦é©—，包å«æº«æ¿•æ„Ÿã€è»Ÿç¡¬å£“覺ã€ç²—細度。在教學的å‰ã€å¾Œï¼Œ 以陶倫斯創造æ€è€ƒæ¸¬é©—（Torrance Tests of Creative Thinking，TTCT）進行é‡æ¸¬ 並以ANOVA åŠæˆå°T 檢定進行分æžã€‚çµæžœç™¼ç¾å¦‚下：(1) 觸覺優先教æ的確能æ昇 兒童的創造力，體驗順åºç‚ºè§¸è¦ºâ”€è¦–覺的實驗組在測驗å‰ã€å¾Œçš„å‰µé€ åŠ›ç¸½åˆ†å·®ç•°é” åˆ°é¡¯è‘—ï¼ˆÏ= .037 < .05）; (2) 標題力的ææ˜‡ï¼ˆÏ = .0115 < .05）：體驗éŽç¨‹ä¸­æ•™ææ 供契機促使兒童表é”æ„Ÿå—，並將觸覺經驗轉譯æˆèªžå½™çš„能力; (3) 開放力的ææ˜‡ï¼ˆÏ = .011 < .05）：在教學中æ€æƒ³ä¿æŒé–‹æ”¾ï¼Œè±å¯Œå…’童的觸覺生活經驗，並幫助兒童建 立多元的æ€è€ƒæ–¹å¼ã€‚藉此，本研究之觸覺體驗教æå°å…’童創造力的啟發，因視覺〠觸覺體驗先後順åºä¸åŒè€Œå‘ˆç¾ä¸åŒæŽ¢ç´¢æ•ˆæžœã€‚其中，先觸覺後視覺的體驗學習安排， 在é¿å…了視覺經驗的覆蓋下，能使學生接å—觸覺刺激的學習體驗，亦維æŒå…’童探索 的學習的å¯èƒ½ã€‚ 

 

Childhood is the golden age to enlighten one’s creativity, and it is benefit to strengthen children’s creativity by increasing the experiences of the senses in their childhood. However, the tactile experiences are important but easily neglected from the most researches of senses and perception for childhood. Therefore, the purpose of this research is to design a set of tactile teaching materials and to discuss its effect on children’s creativity. The experiments are divided to three topics, including dry/moist, soft/hard, and smooth/rough, there were three 1st grade classes joined this program. TTCT (Torrance Tests of Creative Thinking) was taken to measure children’s creativity, and the scores of creativity was analyzed through ANOVA and Paired Sample t-test. The results show as follows: (1) It is significant by the Paired Sample t-test t, it shows that the tactile-first teaching materials shows could be considered having positive progress to children’s creativity (Ï = .037 < .05). (2) Increasing the ability of abstractness of titles(Ï = .0115 < .05): In the experience in the tactile-first teaching, children try to turn all tactile feeling into description, this teaching materials could be considered creating a chance to encourage children to express their own feeling into words (abstractness of titles). (3) Increasing the ability of resistance to premature closure (Ï = .011 < .05): In the experience in the tactile-first teaching, this teaching materials could enrich children’s tactile experience, let them start to build up a habit of diverse thinking rather than end up the question rashly. As a consequence, it is found that tactile-first teaching materials could help for inspiring children’s creativity by arranging different teaching order of senses. The order in tactile experience, tactile-first that children only touching the object without seeing, this did provide a chance to focus on the channel of tactile, and might keep their exploring for learning by arrangement for the order of teaching materials.