An action study on improving the thinking abilities of elementary school’s higher-grade students through a creative color-teaching program
This study attempted to improve the effectiveness of color-teaching program designed for the elementary school’s higher-grade students using creative thinking method and meanwhile analyzed the students’ improvement of cognition, affection, and skills after the conclusion of action-teaching program, thus identifying the criticisms and growths of the teachers involved in the action-teaching program. Using action research method, this study observed an elementary school’s 5th-grade students who completed a six-week (totaling 24 hours) action-teaching program. The curriculum was designed based on Chen, Lung-an’s ATDE Love Creative-Thinking Teaching Model as well as Williams’ Cognitive Creation and Affectionate Creative-Thinking Teaching Strategy. Several teaching methods were adopted by teachers, such as group discussion competition, individual creation presentations, and practical applications. This study gathered quantitative data primarily through Color Knowledge Quiz, Color-Matching Score Sheet, and Color-Learning Feedback Sheet, as well as qualitative data through Teachers’ Teaching Record Criticism Sheet, Teachers’ Interview Record, and Students’ Interview Record. Research results are summarized as follows:
1. The creative color-teaching program for elementary school’s higher-grade students has to concentrate on thematic activities with emphasis on the colors related to the students’ daily lives. Group discussions should be adopted by teachers, and the effectiveness of learning should be evaluated using multiple assessment method.
2. Creative color-teaching program is designed to help students improve their knowledge and skills, especially their sense of accomplishment associated with their use of colors and their interest in the colors as well as their confidence in the use of colors, thus allowing students to maintain a positive attitude towards the curriculum.
3. During the research process, the author learned how to apply creative-thinking teaching model according to the students’ conditions and their demand elasticity. As a result, the author developed his curriculum design ability as well as his knowledge and skills as a teacher. In short, the research process gave the author an opportunity for self-criticism, thus helping the author to move one step further in his career.
Key words: color-teaching, creative-thinking teaching method, color-matching criteria.