大學生認知能力﹑創造思考能力及教師教學方法對學生學習行為之影響

本研究的主旨在於探討大學生的學習行為，是否會因其個人認知能力和創造思考能力之高低，以及教師的教學方法之不同而有差異。研究結果得到下列幾項發現： （一）學生的學科成績，因其認知能力之高低及教師的教學方法之不同而有差異。 （二）學生的學習適應情形，因其認知能力之低和教學方法之不同而有差異。 （三）學生的學習興趣，因教學方法之不同而有差異；而與學生認知能力之高低無關。 （四）學生的自評學習效果，因其認知能力之高低而有差異，但與教學方法之不同無關。 （五）學生的學科成績，因其創造思考能力之高低，以及教學方法之不同而有差異。 （六）學生的學習適應情形，因其創造思考能力之高低和教學方法之不同而有差異。 （七）學生的學習興趣，因其創造思考能力之高低和教學方法之不同而有差異。 （八）學生的自評學習效果，因教師的教學方法之不同而有差異，而與其創造思考能力之高低無關。

The aim of this study is to explore whether the differences in student learning behavior depend on the students’ low-high cognitive abilities， creative thinking abilities and teachers’ teaching methods. The results of this study are stated as follows: 1. The scores of the course differ according to the students’ low-high cognitive abilities and teachers’ teaching methods. 2. The students’ learning adjustment differs according to the students’ low-high cognitive abilities and teachers’ teaching methods. 3. The students’ learning interest differs according to the teachers’ teaching methods， but it does not differ according to the students’ low-high cognitive abilities. 4. The students’ self-evaluating learning effectiveness differs according to the students’ low-high cognitive abilities， but it does not differ according to the teachers’ teaching methods. 5. The scores of the course differ according to the students’ low-high creative thinking abilities and teachers’ teaching methods. 6. The students’ learning adjustment differs according to the students’ low-high creative thinking abilities and teachers’ teaching methods. 7. The students’ learning interest differs according to the students’ low-high creative thinking abilities and teachers’ teaching methods. 8. The students’ self-evaluating learning effectiveness differs according to the teacher’s teaching methods， not differs according to the students’ low-high creative thinking abilities.