教育創新透過多元思考匯合觀點對攝影創造力量表之編製的必要性之探討

A Study of Educational Innovation of Preparation of Creativeity Scale of Photography Through Multiple Thinking and Confluent Viewpoints

創造力是個體產生有價值事物能力。攝影表現過程，若能透過多元思考匯合觀點，表現不同的創意運用，將可創造有價值影像。過去較少研究探討高職設計類科學生攝影學習，使用自陳式攝影創造力量表進行評量。本研究為了補足上述不足，探討教育創新透過多元思考匯合觀點，了解攝影創造力組成成分，編製攝影創造力量表，評估學生攝影創造力表現。研究者分別以臺北市高職設計類科781位學生為研究樣本，進行量表預試和正式施測。預試部分經過項目分析及探索性因素分析後，顯示此量表具有環境題材觀察、人格特質探索、動機主題建立、智慧構想發展、思考型態運用、攝影知識應用及價值影像構成七因子結構，而且各項目分析皆是良好。正式施測的驗證性因素分析也顯示此量表七因子結構具備良好的模式適配度。

 

Creativity is the ability of individuals to produce valuable things. If the photographic expression process can demonstrate different ideas and application through multiple thinking and confluent viewpoints, it will create valuable images. Few studies on learning photography by vocational high school design department students use the Self-Reporting Scale of Photographic Creativity. To make up for that shortcoming, this study explores the studies of education innovation through multiple thinking and confluent viewpoints, understands the components of photographic creativity, and compiles the Scale of Photographic Creativity to evaluates students’ performance of photographic creativity. The researcher uses 781 vocational high school design department students in Taiwan as the research objects to conduct scale pretests and then the formal tests. After the item analysis and exploratory factor analysis (EFA) are conducted in the pre-test phase, the results showed that the scale contains a seven -factor structure: Environmental Theme Observation, Personality Trait Exploration, Motivation Theme Establishment, Wisdom Concept Development, Use of Thinking Patterns, Photographic Knowledge Application, and Value Image, and the analysis results of each item are good. The confirmatory factor analysis (CFA) performed in the formal tests, also show that the seven -factor structure of this scale has a goodness-of-fit.