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A NOVEL TEACHING STRATEGY 'IDRC' FOR ENHANCING CREATIVITY

机译：一种新的教学策略“ IDRC”，以提高创造力

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摘要

This paper presents a study of contrasting strategies in enhancing a student's creativity through the use of a new technology that enables students to design individual projects. We chose the novel Scratch software as the teaching tool. Our study included 54 voluntary student participants. The traditional "EDA"(Explain-Demonstrate-Apply) teaching strategy was applied to the control group. Our novel teaching strategy, which we refer to as "IDRC"(Initialize-Develop-Refine-Create), was applied to the experimental group. The results show that: (1) There is a significant difference between the scores of the control group and the experimental group regarding the Scratch technical skills. The average score of this test for the experimental group is higher than that of the control group; (2) Although the experimental group completed their Scratch work - "The Skit" at an earlier stage without more mature programming skills, the analysis shows that in all rubrics of fluency, flexibility, originality, elaboration, and audio & visual effects design the students scored higher than those of the control group. There are significant differences in fluency, flexibility, and audio and visual effects, though there is no significant difference in the total score of creativity between these two groups.; and (3) the experimental group showed a linear trend of improvement of their project as expressed in their creativity score.
机译：本文介绍了一项对立策略的研究，该策略通过使用使学生能够设计个人项目的新技术来增强学生的创造力。我们选择了新颖的Scratch软件作为教学工具。我们的研究包括54名自愿参加的学生。对照组采用传统的“ EDA”（解释-演示-应用）教学策略。我们将新颖的教学策略（称为“ IDRC”（初始化-开发-精简-创建））应用于实验组。结果表明：（1）对照组和实验组的Scratch技术技能得分存在显着差异。实验组该测试的平均得分高于对照组。 （2）尽管实验小组在没有较成熟的编程技能的情况下就已完成了Scratch的早期工作-“ The Skit”，但分析表明，在流畅，灵活，独创，精心制作以及视听效果设计的所有准则中，学生得分高于对照组。尽管在两组人的创造力总得分上没有显着差异，但在流畅性，灵活性以及视听效果方面存在显着差异。 （3）实验组的创造力得分呈线性增长趋势。

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