趣創者理論應用於職業訓練以培養創造力之行動研究;An Action Research on Interest-Driven Creator Theory Applied to Vocational Training to Develop Creativity

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题名:	趣創者理論應用於職業訓練以培養創造力之行動研究;An Action Research on Interest-Driven Creator Theory Applied to Vocational Training to Develop Creativity
作者:	楊健裕;Yang, Jian-Yu
贡献者:	網路學習科技研究所
关键词:	行動研究;趣創者理論;興趣環;創造環;習慣環;職業訓練;勞動力發展數位服務平台;action research;Interest-Driven Creator;interest circle;creation circle;habit circle;vocational training;Workforce Development Digital Service Platform
日期:	2021-12-28
上传时间:	2022-07-14 00:24:11 (UTC+8)
出版者:	國立中央大學
摘要:	本研究旨在透過教師行動研究三個梯次的IDC(Interest-Driven Creator Theory)教學實施，以教學方法為主（講述、提問式、示範、協同合作及發表教學法），科技為輔（勞動力發展數位服務平台），實踐趣創者理論基礎，以引導學生有興趣地、習慣性地進行創造，以期培育學員成為終身的創造者。透過全國技能競賽(National Skills Competition)－資訊網路布建職類歷屆試題，以進行專題製作後並創新發表，以培養學員之創造能量，以具備L4C能力（養成終身學習習慣、複雜問題解決能力、合作與溝通能力、批判性思考與反思能力、創造力與想像力。　　研究參與對象為新北市泰山區泰山職業訓練場網路架設實務應用班之參訓學員58位，共計3班，學員參訓身分計有一般身分、非自願性離職者、中高齡45歲、屆退官兵、身心障礙等等，研究者為該班導師，研究共歷時3年（108~110年），在研究過程中，研究者將教師行動研究每一次梯次IDC教學實施過程與教學後反思，進行資料整理分析，以檢視以網路架設乙級術科教學之IDC教學活動設計（興趣環、創造環及習慣環）及自我在教學實務反思與檢討，藉此作為為下一次梯次IDC教學活動設計與教學實施改進之依據，也說明了研究者即教學者於每一梯次IDC教學活動前後之成長的轉變。在教師行動研究三個梯次的IDC教學活動結束後，透過研究者在每個梯次階段的省思，在教師專業成長、培育學員成為終身的創造者及培育學員具備L4C核心能力，以協助學員順利就業有一定的幫助。 ;The purpose of this research is to study the three cycles of Interest-Driven Creator Theory through teacher action,focus on teaching methods （telling,questioning, demonstration, collaborative teaching methods）, supplemented by technology （Workforce Development Digital Service Platform） and practicing the theoretical basis of Interest-Driven Creator , In order to guide students to create interestingly and habitually, in order to cultivate students to become life-long creators. Through the National Skills Competition-Information Network Cabling of the previous test questions, after the special production and innovative publication, to cultivate the creative energy of students to possess L4C ability（Lifelong learning habit、Complex problem solving ability、Collaboration & communication ability、Critical thinking & reflection、Creativity & imagination）. 　　Participants of the study are 58 participants in the network installation application class of Taishan Vocational Training Center in Taishan District, New Taipei City. There are 3 classes in total. The training status of trainees includes general status, involuntary resignation, middle and senior age 45 years old, retired officers and soldiers, mental and physical disabilities, etc. The researcher is the tutor of the class. The research lasted for 3 years （108~110 years）. In the research process, researchers will conduct teacher action research on each IDC teaching implementation process and post-teaching reflection, and carry out data analysis. In order to review the IDC teaching activity design （interest circle, creation circle and habit circle） and self-reflection and review of teaching practice based on the Level B technician for network installation teaching, and use this as the design and teaching implementation for the next cycle of IDC teaching activities, it also illustrates the change in the growth of the researcher, before and after each cycle of IDC teaching activities. After the completion of the three levels of IDC teaching activities for teacher action research, through the researcher’s reflection at each level, the professional growth of teachers, the training of students to become life-long creators, and the training of students to have L4C core capabilities to help students go employment can help.
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