[[alternative]]A Meta-Analysis of the Effectiveness on Creative Thinking Teaching

碩士商業教育學系[[abstract]]本研究旨在透過後設分析法(meta-analysis)整合歷年來國內博碩士論文中之創造思考教學研究，探討整體效果成效、子效果成效及不同研究特徵(一般、研究對象及實驗設計特徵)之成效。本研究以電子資料庫及溯洄法，搜尋符合本研究需求之國內博碩士論文，共計三十七篇。研究結果如下： 1.整體效果分析： 創造思考教學總成效之效果量達中低效果量。 2.子效果分析： 創造思考能力之各子效果效果量中，以精密力最高，創造性傾向之各子效果效果量普遍不是很理想。 3.研究特徵與創造思考教學成效： 各年代中，以民國81-85之研究效果量最高；各學齡層級中，以幼兒階段效果量最高；各教學區域中，以中部地區效果量最高；各樣本數中，以樣本數50以下之研究效果量最高；各教學科目中，以非特定科目之密集創造思考訓練效果量最高；教學實驗持續時間中，以9-12週效果量最高。[[abstract]]The purposes of this study were to integrate dissertations about creative thinking teaching in the past years by meta-analysis and to investigate the weight average effects of totality, branches and characteristics (general character, research-object character, and experiment-design character). This study collected thirty-seven domestic research papers fitting in with conditions from electronic databases and ancestry approach. The results of this study were as follows: 1.The analysis of the total effects: The effect size of totality on creative thinking teaching was middle or low levels. 2.The analysis of the branch-effects: In all branch effects of the creative thinking ability, the effect size of precision was maximum. In all branch effects of the creative tendency, the all effect sizes were not very well. 3.The research-characteristics and the effects of creative thinking teaching: In all years, the effect size in 1992-1996 was maximum. In all learning stages, the effect size of the cheeper-stage was maximum. In all teaching regions, the effect size in midst region was maximum. In all sample numbers, the effect size below 50 samples was the maximum. In all subjects, the effect size of the creative thinking training being not specified subject was the maximum. In all teaching persistent durations, the effect size of 9-12 weeks was maximum