應用TRIZ於想像力與創造力之學習歷程分析－－以大學工程學系學生為例

The Application of TRIZ in Imagination and Creativity Portfolio Analysis to College Engineering-majored Students

本研究旨在探討應用TRIZ教學策略於台灣某大學學生想像力及創造力學習成效之影響及其關聯。本研究對象為109位大學工程學系的學生，採準實驗研究法，分為實驗組（57人）與控制組（52人）。以TRIZ教學策略為實驗處理，分析TRIZ教學策略於學習歷程中，對學生想像力及創造力學習成效之影響。此外，輔以文件分析法分析想像力與創造力學習歷程之關聯。結論如下：一、TRIZ教學策略對想像力學習成效達正向顯著，二、TRIZ教學策略對創造力學習成效達正向顯著，三、TRIZ教學策略可強化想像力與創造力思考網絡之連結。根據本研究之結論給予教學建議，提供學生多元化的學習歷程，提升大學生想像力及創造力的學習成效。

This study aims to explore the influence of applying TRIZ instructional strategies to the learning effects of imagination and creativity for college students in Taiwan. A total of 109 engineering majored college students participated in this study and were divided into the experimental group (n=57) and control group (n=52). This study applied the quasi-experimental method and TRIZ instructional strategies were used as the experiment to analyze how TRIZ instructional strategies affect learning effects of imagination and creativity in student portfolios. Document analysis was used to analyze the correlation between imagination and creativity portfolios. The findings are as follows: 1) there is a significant positive effect of TRIZ instructional strategies on imagination learning effects; 2) there is a significant positive effect of TRIZ instructional strategies on creativity learning effects; 3) TRIZ instructional strategies can strengthen the connection of thinking networks between imagination and creativity. Instructional suggestions are given based on conclusions of this study, providing students with diversified portfolios, and elevating their learning effects in imagination and creativity.