國立臺南大學教師基本資料

基本資料
姓名 高振耀
系所 特殊教育學系
職稱 教授
校內分機
傳真 (06)3017009
辦公室/研究室 文薈樓660
E-mail leonardkao@mail.nutn.edu.tw
網址
專長/研究領域 資優教育,多元智能,創造思考
 

畢業學校國別主修學門學位修業期間
The University of Georgia美國Educational PsychologyPh.D.2000~2006

服務機關部門 / 系所職稱服務期間
高雄市立左營高級中學英文科英文專任教師1993~2000
國立台南大學特殊教育學系助理教授2006/8-2009/7
國立台南大學特殊教育學系副教授2009/8~2013/1
國立台南大學特殊教育學系教授2013/2~迄今

著作
名稱Kao, C. (2006). Learning Vocabulary through Janusian Thinking, a Ubiquitous but Neglected Creative Process. (Doctoral Dissertation).
年度2006
類別專書
摘要 
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名稱Kao, C. (2011). Understanding Janusian Thinking: Theory and Application. Saarbrucken, Germany: Lambert.
年度2011
類別專書
摘要
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名稱Understanding Janusian Thinking: Theory and Application (2nd ed.)
年度2017
類別專書
摘要In this rapidly-changing world, the knowledge and skills needed in the future are very likely to be unavailable or even unknown at the time a person studies at school. Consequently, schools cannot limit themselves to offering prescribed information and concepts because they may be obsolete rather soon. To prepare our students for the dramatic change in modern times, creative thinking should be incorporated into all content areas at all grade levels. However, there have been inadequate research studies on the instructional methods integrated with creative thinking processes. This book delves into a ubiquitous but neglected creative thinking process, Janusian thinking, which was first proposed Albert Rothenberg in 1971. In addition, this book also displays studies on the application of Janusian thinking in English vocabulary learning and Chinese epigram creation. The instructional activity integrated with Janusian thinking is not only entertaining but also edifying. A well-balanced combination of theory and practice, this book can lead readers who are interested in creativity or teaching for creativity to a colorful world of creativity.
關鍵字Janusian thinking, creativity, opposition, secondary-process cognition, primary-process cognition, paradox, antonym, conceptual combination
名稱Kao, C., & Hebért, T. P. (2006). Gifted Asian American adolescent males: Portraits of cultural dilemmas. Journal for the Education of the Gifted, 30(1), 88-117. (SSCI)
年度2006
類別期刊論文
摘要
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名稱Kao, C. (2007). Positive sociocultural factors for the development of creativity. 國教之友,第五十八卷,第三期,67-76.
年度2007
類別期刊論文
摘要 
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名稱Kao, C. (2007). The effects of antonymy on English vocabulary teaching and learning. Curriculum and Instruction, 10, 4, 163-188. (TSSCI)
年度2007
類別期刊論文
摘要
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名稱高振耀(2008)。資優青少年的社會情緒問題與發展性的團體諮商。國教之友,第六十卷,第一期,45-53。
年度2008
類別期刊論文
摘要
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名稱高振耀(2008)。資賦優異教育評鑑後的省思。資優教育季刊,第106期,1-7, 17。
年度2008
類別期刊論文
摘要
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名稱Kao, C. (2008). Socio-Emotional issues of mathematically gifted adolescent females: Portraits of two cases in Taiwan. 特殊教育與復建學報,第十九期,92-111。
年度2008
類別期刊論文
摘要
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名稱Kao, C. (2010). Exploring the neglected affective world of musically gifted adolescent males: Six cases in Taiwan. 特殊教育研究學刊,第35卷,第1期,83-104。(TSSCI)
年度2010
類別期刊論文
摘要
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名稱Kao, C. (2010). Exploring the peer relationships of mathematically gifted junior high school male students: Three Cases in Taiwan. 特殊教育與復建學報,第二十三期,71-99。
年度2010
類別期刊論文
摘要
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名稱高振耀(2010):從資優教育的角度探討區分性教學。資優教育季刊,第114期,16-21。
年度2010
類別期刊論文
摘要
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名稱Kao, C. (2011). The Dilemma of Competition Encountered by Musically Gifted Asian Male Students: An Exploration from the Perspective of Gifted Education. High Ability Studies, 22(1), 19–42.(SSCI)
年度2011
類別期刊論文
摘要
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名稱高振耀(2011):探索數理資優學生與普通生在創造思考能力上的差異。中華民國特殊教育學會年刊,127-151。(NSC 99-2511-S-024-011-MY2)
年度2011
類別期刊論文
摘要
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名稱高振耀、李偉俊(2011):探索台灣不同階段不同領域資優生之性別結構: 特教通報網資料之應用。中華民國特殊教育學會年刊,153-184。
年度2011
類別期刊論文
摘要
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名稱高振耀(2011):西方創造力理論與東方哲學的合流:探索Janusian Thinking的深層含意。資優教育季刊,第118期,1-8。
年度2011
類別期刊論文
摘要
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名稱Kao, C. (2011, April). The dilemmas of peer relationships confronting mathematically gifted female adolescents: Nine cases in Taiwan. Gifted Child Quarterly, 55, 83-94. (SSCI) (NSC 97-2511-S-024-008)
年度2011
類別期刊論文
摘要
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名稱陳紫縈、高振耀(2012)。從大腦皮質活動探討創造思考。展望十二年國教中的特殊教育:2012中華民國特殊教育學會年刊,103-116。
年度2012
類別期刊論文
摘要
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名稱蘇怡文、高振耀(2012)。心像的魔法-心智圖與創造寫作。展望十二年國教中的特殊教育:2012中華民國特殊教育學會年刊,87-102。
年度2012
類別期刊論文
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名稱Kao, C. (2012). The educational predicament confronting Taiwan’s gifted programs: An evaluation of current practices and future challenges. Roeper Review, 34(4), 1-10.
年度2012
類別期刊論文
摘要This study examines the current problems affecting Taiwan’s gifted education through a large-scale gifted program evaluation. Fifty-one gifted classes at 15 elementary schools and 62 gifted classes at 18 junior high schools were evaluated. The primary activities included in this biennial evaluation were document review, observation of instructional activities, inspection of equipment and facilities, interviews with 113 students, 82 teachers and 26 parents. The data were analyzed qualitatively. Major themes uncovered by this study included exam-oriented instruction, lack of quality affective education, heavy burdens for teachers, enormous pressure for students, gifted art programs as camouflage, and the failure to utilize resources in the community. These problems could further be consolidated into an overarching theme, overemphasis on exam performance. Discussions and implications addressing these problems are provided in the hope that Taiwan’s and other countries’ gifted education can benefit from them.
關鍵字program evaluation, identification, pull-out programs, self-contained classes, enrichment, acceleration, entrance exams, affective education
名稱高振耀(2012)。解開創造力的奧秘:創造力的四個P。特教論壇,12,1-12。
年度2012
類別期刊論文
摘要
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名稱高振耀(2012)。探索斯騰伯格智力三元能力測驗、一般智力測驗以及學業成就之間的關係。特殊教育與復建學報,第二十六期,71-102。(NSC 99-2511-S-024-011-MY2)
年度2012
類別期刊論文
摘要本研究修訂斯騰伯格智力三元能力測驗(STAT),並將此測驗對200位國中二年級學生進行施測,同時蒐集這些學生的一般智力測驗成績與學期學業成就資料,並針對它們與本測驗結果之間的關係加以探討。本研究雖涵蓋測研編製歷程中的效度研究,但重點主要在於修訂後測驗的應用研究。研究結果顯示:STAT分測驗(分析、實用、創造)分數、STAT總分、一般智力測驗分數與學業成績彼此間有顯著的正相關;三種智力分測驗中,分析部分與智力測驗成績以及學業成績的相關為最高;在排除智力的解釋力後,分析部分、實用部分、創造部分、STAT總分皆能有效解釋學業成績的變異量;在對分析部分、實用部分、創造部分、智商與學業成績進行因素分析後,僅抽離出一個特徵值大於1的因素;本研究進一步以學業成績為效標變項,智商、分析部分、實用部分與創造部分為預測變項,進行逐步多元迴歸分析,結果僅留下分析部分與實用部分。本研究發現在這些研究結果中,有些支持斯騰伯格的理論觀點,有些卻與其相左。
關鍵字智力三元論,分析智力,實用智力,創造智力
名稱神話在語文與視覺藝術領域的創造力教學運用:以山海經為例
年度2014
類別期刊論文
摘要神話是人類創造力的寶庫。在神話中,我們能夠超越時間地域的限制,欣賞前人多彩的想像世界以及璀璨的智慧結晶;然而,較可惜的是,有關神話融入創造力教學的文獻始終匱乏不足。本文旨在探究中國神話古籍《山海經》在語文與視覺藝術領域的創造力教學運用,文中首先精簡介紹神話的由來以及《山海經》的內涵,再闡明本教學活動的特色,接著敘述應用《山海經》在教學上的理念與過程,並且呈現學生在教學活動中的作品。希望本文能在神話與創造力教學的領域上有所貢獻。
關鍵字神話、創造力、想像力、屬性列舉法、型態合成
名稱Kao, C. (2014). Exploring the Relationships between Analogical, Analytical, and Creative Thinking. Thinking Skills and Creativity, 13, 80-88. (SSCI) (感謝科技部NSC101-2410-H-024-008-MY2)
年度2014
類別期刊論文
摘要The purpose of this research study was to examine the relationships between analogical, analytical, and creative thinking and other relevant issues through a carefully-constructed and self-designed instrument. Participants were 287 six-graders living in an urban area of Taiwan. Major findings are shown as follows. Whereas three factors with larger-than-one eigenvalues were extracted, the g factor can be considered existing in the present study because the variance explained by the first principal factor was much larger than those explained by the other two. The two types of novel analogies were significantly and negatively correlated with each other. Analogical thinking straddles both the fields of analytical and creative thinking. Of the four analogy subscales, the traditional analogical-verbal section was most capable of predicting analytical thinking, creative thinking, and academic achievements. Discussions of the findings were presented in the context of the existing literature.
關鍵字 analogical thinking, analytical thinking abilities, creative thinking, a g factor, intelligence
名稱高振耀(2014)。從類比的觀點探討創造思考過程。特教論壇,16,80-90。(感謝科技部NSC101-2410-H-024-008-MY2)
年度2014
類別期刊論文
摘要類比不僅是一種修辭技巧,它其實是人類認知的基礎,類比廣泛地存在人類生活的各個層面,但可惜的是僅有少數人注意到它的存在與微妙之處,更遑論它與創造思考間的重要關連性。本文旨在探討類比與創造思考之間的關係,希望能夠對此重要議題有所貢獻。文中首先探討類比的基本內涵、特徵與原則,再提及類比在傳統智力測驗中所扮演的角色,然後進入到本文的主旨,其中包括類比與創造力理論、類比與反向整合思考、類比與創造力測驗、置換法則、顯喻與隱喻之間的差異等。類比不僅是分析思考的重要成分,更是創造思考的核心,類比具有相當大的潛力用來豐富創造力測驗的內涵;此外,它亦可融入教學活動以提升學生的創造力。
關鍵字類比、創造思考、結構對應理論、反向整合思考、連結理論、分合法
名稱幫助學生從知識的消費者轉變成知識的生產者
年度2014
類別期刊論文
摘要本文旨在闡述高等教育中教學的理想與目標,以及達到此理想與目標的方法。基於Amabile的創造力成分模式,文中提出三個方法:傳授學生領域相關的技能、運用創造力相關的技能在教學上以及建構引起學習興趣與動機的環境。這些方法將有助於達成高等教育的教學目標:教學不應該僅侷限在人類知識的傳遞,更重要的是能夠幫助學生從知識的消費者轉變成知識的生產者。
關鍵字高等教育、成分模式、創造力、默會知識、動機
名稱Kao, C. (2015). Mathematically gifted adolescent females’ mixed sentiment toward gender stereotypes. Social Psychology of Education. (SSCI) (感謝科技部NSC 97-2511-S-024-008)
年度2015
類別期刊論文
摘要There has been a paucity of research on gifted individuals’ perceptions of gender stereotypes. The purpose of this study was to explore mathematically gifted adolescent females’ perceptions of gender stereotypes through a research design of the qualitative multiple case study involving the constant comparison and the Three C’s analysis scheme. Nine female junior high school students living in an urban area of Taiwan were recruited. Five major themes emerged after data analysis: uncomfortable feelings about gender inequality, denial of the importance of beauty, high career aspirations, agreement on the stereotypes of negative female dispositions, and identification with masculine qualities and interests. These themes reflected their mixed sentiment toward gender stereotypes. The social identity approach, social status theory, and optimal distinctiveness theory were employed to explain these young women’s perception of gender stereotypes. Implications for interventions to address inner conflict and for future research were also discussed.
關鍵字mathematically gifted, gender stereotypes, the social identity approach, social status theory, optimal distinctiveness theory
名稱一名音樂資優生以類比法的音樂創作行動歷程
年度2015
類別期刊論文
摘要本研究為一行動研究,透過觀察、訪談、行動契約以及文件分析等方式蒐集資料,目的旨在透過類比法解決一名音樂資優生小琴在創作音樂時所面臨的困境。行動分為三個階段,第一階段是以Mozart的Sonata K545第一樂章作為訓練小琴音樂創作的類比典範;第二階段除繼續以Mozart的Sonata K545第一樂章讓小琴練習外,創作重點則是在作詞部分:第三階段是作曲技巧的類化情境應用,產出音樂作品。本行動研究發現:(1)音樂創作初期係一從熟悉到陌生之歷程,創作困境為「天才型的創作迷思」與「從無到有的實踐力」,所採取之類比策略為「擬人類比」與「直接類比」;(2)音樂創作中期係一同步歷程,創作困境為「不穩定性」與「創作倦怠」,所採取之類比策略為「擬人類比」與「壓縮衝突」;(3)音樂創作後期係一從陌生回到熟悉之歷程,創作困境為「創作技巧類化」與「產品候選因子的拾捨兩難」,所採取之類比策略為「直接類比」。
關鍵字音樂資優、類比法、創造力
名稱The effects of stimulus words positions and properties on response words and creativity performance in the tasks of analogical sentence completion
年度2016
類別期刊論文
摘要This study used four types of analogical sentence completion to examine the effects of stimulus words positions and properties on thewords subjects responded with and their creativity performance. The research design was a mixed-design ANOVA model with position as a between-subjects variable and property as awithin-subjects variable. Major findings are as follows. A significant directionality existed in simile sentences. Typical analogies led to higher creativity performance but atypical analogies could significantly explain the variance of creativity performance over and above typical analogies. No matter whether stimulus words are concrete or abstract or whether they are placed in the target or in the base of sentence completion items, participants were inclined to respond with concrete words. Abstract stimulus words placed in the target position with concrete words answered in the base position had the highest incidence of all combinations. However, participants did not necessarily tend to respond to concrete stimulus words in the base with abstract words. The directionality of typical analogies and the strong proclivity for responding with concrete words are two factors that affect participants performance.
關鍵字analogy, simile, creativity, assoicative theory, structure-mapping theory
名稱Application of combining antonymous concepts in a creative thinking skill
年度2016
類別期刊論文
摘要Forming conceptual combination plays an important role in human thinking. Many creativity theories (e.g., Mednick’s associative theory, Koestler’s bisociation, and Rothenberg’s Janusian thinking) and creative thinking skills (e.g., morphological synthesis and synectics) are in essence conceptual combination. Janusain thinking, the main issue of this article, is defined as a creative process that actively conceives two opposite concepts simultaneously. A creative thinking skill, which is built on the theory of Janusian thinking and called the Three-Stage Janusian Thinking Training Activity (TSJTT), is presented in this article. Through providing scaffolding, this activity helps students advance step by step to attain the ultimate goal of independent creation. Hopefully, this article can make some contributions to education in creativity.
關鍵字conceptual combination, creative thinking skills, antonym, Janusian thinking
名稱Analogy’s straddling of analytical and creative thinking and relationships to Big Five Factors of personality
年度2016
類別期刊論文
摘要This research study examined how the analogy test items in both the multiple-choice andthe non-multiple-choice forms related to analytical thinking, creative thinking, and the fivemajor personality domains. Five hundred eighty-two 6th graders were recruited from 12public elementary schools located across Taiwan. Both ready-made and self-constructedinstruments were used in this study. The major findings are shown as follows. The threeanalogy subscales in the multiple-choice form were all significantly correlated with ana-lytical and creative thinking, with their correlations with analytical thinking strongerthan those with creative thinking. In contrast, the analogy subscales in the non-multiple-choice form, the simile sentence completion, had a much stronger correlation with creativethinking than that with analytical thinking. The traditional analogical-verbal items in themultiple-choice form and the analogy test items in the form of simile sentence completioncould significantly predict creative thinking independent of analytical thinking and alsosignificantly predict analytical thinking independent of creative thinking. In addition, thesimile sentence completion, openness to experience, and analytical thinking could signifi-cantly explain the variance of creative thinking. Discussions of the findings, with a specialfocus on the two types of novel analogy items, were presented in the context of the existingliterature.
關鍵字analogy, simile, analytical thinking, creative thinking, personality
名稱結合兩個反義形容詞的創造力教學技法
年度2016
類別期刊論文
摘要本文旨在介紹三階段的反向整合思考訓練活動(Three-Stage Janusian Thinking Training Activities, TSJTT),本活動融入反向整合思考(Janusian Thinking)的理論要點,在活動過程中提供學生鷹架,讓他們逐步進階,最後達成自己完全獨立創作的目標。文中首先探討概念結合的基本內涵,然後概念結合與創造思考的關聯性,再提及反向整合思考為人類重要的創造思考機制,再進入到本文的主旨:三階段反向整合思考訓練之活動過程;此外,在敘述此創造思考活動時,並同時呈現學生在各學習階段的作品。此創造思考活動乃基於作者自己教學經驗與研究成果,希望本文對此活動的介紹能對創造力教育有所貢獻。
關鍵字創造思考、反向整合思考、概念結合、概念衝突、分合法
名稱美國進階安置及其對臺灣資優教育之啟示
年度2017
類別期刊論文
摘要如附件
關鍵字加速制、進階安置、資優教育
名稱從探索斯騰伯格智力三元論的觀點探索數理資優生與一般生的差異
年度2017
類別期刊論文
摘要本研究比較四個理論模式去驗證斯騰伯格智力三元論的效度,同時檢視數理資優生與一般生在智力三元論中三種智力上的差異。整個研究歷經兩年,包含兩個試驗研究與一個正式的大規模研究,正式研究徵召來自台灣北中南9所國民中學851位的國二學生,在這些參與研究的學生當中,有178位為數理資優生。四個理論模式分別基於智力三元論、傳統心理表徵的因素理論、先前的相關研究以及g因素,結果呈現基於g因素的模式之適配度優於其他三個模式;數理資優生在三種智力以及12個分測驗上的表現皆顯著優於一般生。此外,此研究的發現在相關文獻中進行比較討論。
關鍵字g因素、智力三元論,分析智力,實用智力,創造智力
名稱科技化學習模組對於數學歸納課程之應用效益探究
年度2017
類別期刊論文
摘要本研究旨在探究數學歸納學習模組對國小學生邏輯推理之影響。研究參與者為三班共82名國小六年級普通班學生,此三個班級隨機分成ICT心智工具組、實物操作組及控制組。三組學生接受相同的前測、數學歸納學習模組以及後測,唯一的不同是學習模組實施的方式。透過共變數分析檢核不同組學生在數學歸納學習上有何不同;此外,透過階層線性模式分析三組學生起始組型設計能力與該能力成長斜率之差異。研究結果顯示在整體的邏輯推理表現上,ICT組顯著優於實物組與控制組,而實物組與控制組則沒有顯著差異,結果亦呈現ICT心智工具可協助學生透過圖形鷹架掌握關鍵,以有效增進邏輯推理能力,在反思調整中達到知識質與量的擴充。
關鍵字邏輯推理、數學歸納、對應、遞迴、函數
名稱Kao, C. (2000). Socio-emotional Problems of Gifted Asian American Male Adolescents. The Annual Convention of the National Association for Gifted Children, Atlanta, Georgia, USA.
年度2000
類別研討會
摘要 
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名稱Kao, C. (2005). Multiculturalism and Creativity. The 16th Biennial World Conference for Gifted Children, New Orleans, Lousiana, USA.
年度2005
類別研討會
摘要 
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名稱Kao, C. (2006). The Socio-emotional Issues Faced by Asian American Gifted Male Adolescents. The 9th Asian-Pacific Conference on Giftedness (APCG), Taipei, Taiwan, ROC.
年度2006
類別研討會
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名稱Kao, C. (2006). The Academic Issues Faced by Asian American Gifted Students. The Annual Conference of Southeastern Psychological Association (SEPA), Atlanta, Georgia, USA.
年度2006
類別研討會
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名稱Kao, C. (2006). The Issue of Ethnic Identity Faced by Asian American Gifted Male Adolescents. The Annual Conference of Georgia Association for Gifted Children, Athens, Georgia, USA.
年度2006
類別研討會
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名稱Kao, C. (2006). Learning Vocabulary through Creative Thinking Processes. The Annual Conference of Georgia Association for Gifted Children, Athens, Georgia, USA.
年度2006
類別研討會
摘要 
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名稱Kao, C. (2007). Disentangling the intricacy of creativity: Four P’s of creativity. The International Conference of Play and Creativity, Tainan, Taiwan, ROC.
年度2007
類別研討會
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名稱Kao, C. (2008). Exploring the Relationships between Creativity and Mathematical Giftedness. 2008 特殊教育與科技整合學術研討會, Tainan, Taiwan, ROC.
年度2008
類別研討會
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名稱Kao, C. (2009). The Social and Emotional Issues of Mathematically Gifted Adolescent Females: Nine cases in Taiwan. The 18th Biennial World Conference on Gifted and Talented Children presented by the World Council for Gifted and Talented Children. Vancouver, Canada. (國科會補助計畫,NSC 97-2511-S-024-008)
年度2009
類別研討會
摘要
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名稱Kao, C. (2010). The psychosocial problems encountered by musically gifted Asian male adolescents. The 11th Asian-Pacific Conference on Giftedness. Sydney, Australia.
年度2010
類別研討會
摘要There has been a paucity of research on musical giftedness, much less on musically gifted male students. Male students have long been under-represented in gifted music programs in Asian societies. There is a serious leakage of male talents in music pipelines. Notwithstanding, little attention has been paid to this problem. On the other hand, the under-representation of female students in the math-and-science-gifted programs is regarded as a warning signal calling for the attention of educational practitioners. Through examining the psychosocial problems encountered by of 6 musically gifted high school male students living in Taiwan, this proposal intends to add to the limited information in this area. The study’s research design was a qualitative multi-case study involving document review, observation, and in-depth interviews with students and their teacher. The following research questions guided the inquiry: What are the characteristics of musically gifted high school male students in Taiwan? What are the challenges encountered by these adolescent males regarding their psychosocial development? How do these challenges affect these adolescent males? How do they cope with these challenges? Data collection of this study took place over a period of one and half years. After analyzing rich data, five major themes emerged, namely, narrow social circle, gender discrimination, non-self-serving and effort-oriented attribution, more pressure from academics than from music learning, and worry about their music career. The presentation of this proposal will help audience better understand musically gifted Asian adolescent males social and emotional problems and how they face these problems. With this understanding, the educational practitioners and researchers can help musically gifted Asian male adolescents fulfill their superior potential.
關鍵字
名稱Kao, C. (2011). Going into the Colorful World of Janusian Thinking, an Omnipresent but Neglected Creative Thinking Process. Paper presented at the Tasmanian Association for the Gifted: Conference 2011, Launceston, Australia.
年度2011
類別研討會
摘要
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名稱Kao, C. (2011). Theory and Application of Janusian Thinking. Paper presented at the 19th Biennial World Conference on Gifted and Talented Children, Prague, Czech Republic.
年度2011
類別研討會
摘要
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名稱高振耀(2011):女性資優生在臺灣資優教育中是弱勢還是強勢族群?論文發表於中華民國特殊教育學會主辦之建國百年特殊教育學術研討會,台北,台灣。.
年度2011
類別研討會
摘要
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名稱高振耀(2011):走入數理資優生的創造力世界:數理資優學生與普通生在創造思考能力上之比較研究。論文發表於中華民國特殊教育學會主辦之建國百年特殊教育學術研討會,台北,台灣。
年度2011
類別研討會
摘要
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名稱Examining the Differences between Mathematically Gifted Students and Their Non-Identified Age Peers through the Perspective of Triarchic Theory of Intelligence
年度2013
類別研討會
摘要Despite be ing controversial, Sternbergs triarchic theory of intelligence is undisputedly one of the most frequently cited theory in the past two decades. Criticizing the IQ score for its overly narrow representation of intellectual abilities, Sternber suggests that there are three aspects of human intelligence, analitical, creative and practical intelligences. This research study compared four theoretically based models of the factorial structure of a revised Sternberg Triarchic Abilities Test (STAT) through a confirmatory factor analysis. The differences between mathematically gifted students and their non-identified peers in the three aspects of intelligence proposed by the triarchic theory were also examined. Spanning two years, this research consisted of two pilot studies and one formal large-scale study. In the formal study, 851 eighth graders were recruited from nine junior high schools located across Taiwan. Of these participants, 178 were mathematically gifted students identified by traditional mathematical aptitude tests. The results of comparing alternative models based on the g factor, the triarchic theory of intelligence, a traditional factorial theory, and previous research findings demonstrated that the model based on the triarchic theory showed a slightly better fit to the empirical data than the other three models. Moreover, mathematically gifted students significantly outperformed their non-identified age peers in all the 12 subscales. Male students had significantly higher scores than female students on analytical and practical quantitative subscales, while female students had significantly higher scores on the essay and creative figural subscales.
關鍵字the g factor, triarchic theory of successful intelligence, analytical intelligence, practical intelligence, creative intelligence
名稱Using Analogy to Develop Gifted Students’ Analytical and Creative Thinking
年度2013
類別研討會
摘要Paper presented at Hobart, Australia.
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名稱以類比的機制探討創意思考
年度2014
類別研討會
摘要創造思考(creative thinking)和類比(analogy)兩者關係密切,因為兩者都牽涉到不同事物的比較與結合。儘管它們兩者間的關聯性,卻很少有研究檢視此有趣的關聯性;因此,此次的發表將對此題目進行探討,盼能在此領域有所貢獻。發表過程中先提及檢索(retrieval)、映射(mapping)、比較(comparison)、評估(evaluation)與抽象化(abstraction)五個主要的類比特徵,接著說明類比在傳統智力測驗中所佔有的地位;然後進入到主旨,其中包括類比與各種創造力理論、類比與反向整合思考、類比與創造力測驗、置換法則等。在闡明時,並會介紹作者所進行的相關實證研究,以支持以下的論述:類比不僅是分析思考的重要成分,也是創造思考的基石,它其實橫跨了分析與創造兩大領域。
關鍵字創造思考、類比、分析思考、比較、抽象化
名稱Investigating the Relations between Analogical, Analytical, and Creative Thinking
年度2014
類別研討會
摘要This empirical study aims to investigate the relations between analogical, analytical, and creative thinking. The researcher recruited 287 sixth-graders from two elementary schools located in an urban area of Taiwan. The instrument, taking approximately 80 minutes to complete, included two types of traditional analytical items in the multiple-choice format, two types of traditional analogical items in the multiple-choice format, two types of novel analogical items in the multiple-choice format borrowed from Sternberg Triarchic Abilities Test, and four types of creativity test items in the non-multiple-choice (performance) format. As indicated by the research results, the two types of novel analogies were significantly and negatively correlated with each other. In addition, traditional and novel analogies (four analogy subscales) were all significantly correlated with analytical and creative thinking, with their correlations with analytical thinking being higher than those with creative thinking. Of the four analogy subscales, the traditional analogical-verbal section had the highest correlation with both analytical and creative thinking. Furthermore, the analogical-verbal subscale score could significantly explain the variance of creative thinking, independent of analytical thinking. All the four analogy subscale scores could significantly explain the variance of analytical thinking, independent of creative thinking. It was thus suggested that analogical thinking straddled both the fields of analytical and creative thinking.
關鍵字analogical thinking, creative thinking, the g factor, intelligence
名稱Investigating how analogy is related to analytical and creative thinking
年度2015
類別研討會
摘要Analogy items are frequently used in IQ tests, which are mainly considered assessments of analytical abilities. Analogical thinking is also the pivot of many creativity theories. This research, composed of two studies, was intended to examine the relationships between analogical, analytical, and creative thinking through carefully self-designed instruments including analogy items in both multiple-choice and non-multiple-choice formats. The first study recruited 287 sixth-graders from two elementary schools located in an urban area of Taiwan. The second study recruited 582 sixth-graders from 12 elementary schools located across Taiwan. The results of analyses of correlations and partial correlations are as follows. The multiple-choice and non-multiple-choice analogy items were all significantly correlated with analytical and creative thinking. The multiple-choice analogy items had higher correlations with analytical thinking than with creative thinking. However, the non-multiple-choice analogy items had higher correlations with creative thinking than with analytical thinking. The traditional analogical-verbal subscale in the multiple-choice format and the simile sentence completion in the non-multiple-choice format could significantly explain the variance of creative thinking, independent of analytical thinking. All analogy subscales, be it in the multiple-choice or non-multiple-choice formats, could significantly explain the variance of analytical thinking, independent of creative thinking. It was thus suggested that analogical thinking straddled both the fields of analytical and creative thinking. The educational implication for these findings is that the traditional analogical-verbal subscale in the multiple-choice format and the simile sentence completion in the non-multiple-choice format can be employed to enhance both analytical and creative thinking.
關鍵字analogy, simile, creative thinking, analytical thinking, intelligence
名稱提升員工創造思考之訓練技法以反向整合思考為例
年度2015
類別研討會
摘要本文旨在探討反向整合思考(Janusian Thinking)的內涵,說明其與中國哲學太極圖的關係,並且將此理論融入到思考訓練的技法以提升受訓人員的創造力。作者根據自己教學經驗與研究成果,融入反向整合思考的理論要點,提出三階段的反向整合思考訓練活動(Three-Stage Janusian Thinking Training Activities, TSJTT),訓練過程中讓受訓者逐步進階,最後達成自己完全獨立創作的目標。希望本文對反向整合思考之論述以及三階段的反向整合思考訓練活動之介紹能對管理教育有所助益,同時以藉此揭示表面看起來不相關的領域其實在本質上是具有許多相通的道理。
關鍵字創造思考、反向整合思考、概念衝突、分合法、高層次思考
名稱Combining two antonymous adjectives in an instructional activity to foster Creativity The three-stage Janusian thinking training activity
年度2016
類別研討會
摘要The purpose of this proposal is to introduce a theoretically-based teaching activity that can be used to enhance creativity. The activity, called the Three-Stage Janusian Thinking Training Activity (TSJTT), is built on the theory of Janusian thinking first proposed by Rothenberg in 1971. Janusian thinking is defined as a creative process that actively conceives “two or more opposite or antithetical concepts, ideas, or images.” Through supplying scaffolds, this activity helps students advance step by step to attain the ultimate goal of independent creation. At the first stage of the TSJTT, students are presented with tasks of sentence completion. Each task takes the form of an incomplete sentence which contains a subject, a be-verb, a pair of antonyms, and a because-clause awaiting completion. For example, “Misfortune is both dark and bright because ___________________.” At the second stage, students are also presented with tasks of sentence completion. Each task takes the form of an incomplete sentence as well. However, the position of subject is left blank. For example, “__________ is both lazy and diligent because ___________________.” At the third stage, students need to create whole new sentences with a pair of antonyms. Students are encouraged to make the sentences as interesting and original as possible. Students’ works at each stage will be exhibited in my conference presentation. This creative thinking activity is based upon the author’s own teaching experiences and research findings. Through the introduction of this self-designed activity, this proposal is intended to make some contributions to education in creativity.
關鍵字creative thinking, Janusian thinking, conceptual combination, conceptual contradiction, synectics
名稱Application of combining antonymous concepts in a creative thinking skill. Paper presented at the , Elenite, Bulgaria
年度2016
類別研討會
摘要Forming conceptual combination plays an important role in human thinking. Many creativity theories (e.g., Mednick’s associative theory, Koestler’s bisociation, and Rothenberg’s Janusian thinking) and creative thinking skills (e.g., morphological synthesis and synectics) are in essence conceptual combination. Janusain thinking, the main issue of this article, is defined as a creative process that actively conceives two opposite concepts simultaneously. A creative thinking skill, which is built on the theory of Janusian thinking and called the Three-Stage Janusian Thinking Training Activity (TSJTT), is presented in this article. Through providing scaffolding, this activity helps students advance step by step to attain the ultimate goal of independent creation. Hopefully, this article can make some contributions to education in creativity.
關鍵字conceptual combination, creative thinking skills, antonym, Janusian thinking