第五章 綜合討論
第四節 研究限制與建議
壹、研究限制
本研究因尚未建置分數常模，故無法做個人分數的解釋，僅能解釋班級與班 級之間想像思考的整體差異情形。
貳、研究建議
壹、對未來研究的建議 一、建置高中學生分數常模
由於本測驗尚未建置高中學生分數常模，無法做個人分數的解釋，僅能解釋 班級與班級之間想像思考的整體差異情形。以推動想像思考教育而言，本測驗之 測驗結果已足以作為推斷其想像思考教育或想像思考課程是否能夠提升高中學
生整體的想像思考能力，然而，若欲進一步探求學生個人想像思考能力在團體中 之表現，則仍必須透過大規模的常模建置，才有參照依據。故雖然前文提及「測 驗之常模極有可能會隨著時間的遞嬗而有所改變等問題」，但以近幾年想像思考 教育日趨受到重視的趨勢而言，想像思考測驗的個別運用將更為廣泛，因此，建 議後續研究者可以進一步建立高中職分數常模，作為個別想像思考能力解釋之依 據。由於本研究採便利取樣的方式，高中職、全台北中南東的學校比例不符分層 抽樣原則。未來建立高中職常模時，建議可採教育部統計處的「教育部年度縣市 統計指標」，依北中南東四區的高中職校數佔全國總校數的比例，進行分層隨機 抽樣。
二、想像思考測驗計分指標之研究
關於本測驗之計分指標仍有許多值得討論的地方，例如:超越現實指標的分級 方式、兩種指標應該分別計分或合併計分、流暢力與超越現實力的相關性，以及 是否還有其他計分方式等等。建議後續研究者可在本測驗之基礎上，針對計分指 標之改進續做研究。
貳、在應用面上的建議
目前世界各國正積極透過多元的教育方式，為提升學習者想像能力而努力。
想像思考教育，已然成為世界各國教育的趨勢。在國內，想像思考教育亦逐漸受 到重視，相關單位也已著手推廣相關的活動與課程。本研究測驗適用於教育環境 內測量學生想像思考的能力，除了做為檢核想像思考教育對於高中生想像思考能 力發展的成效外，亦能提供評估學生想像思考表現之測量工具，可於活動課程實 施前後進行施測，經比較後有助教師了解想像思考活動課程的成效。
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附錄一：想像思考測驗（預備性研究用）
測驗說明
親愛的同學，您好:
這是一份關於高中、職學生想像思考的測驗，測驗只有一道題 目，而且沒有標準答案，您可以盡情發揮想像力，作答時請盡量提出 您的想法，內容愈詳細愈好，並請您說明想法中超越現有知識或科技 的部分。您的作答結果，僅供學術研究之用，不會提供給任何研究小 組以外的人，敬請安心填答。
感謝您的協助，祝福您學業順利，平安愉快!
國立台灣師範大學創造力發展專班 指導教授: 邱發忠、陳學志 博士
研究生:許芳彬 敬上
作答時間 15 分鐘， 請聽候老師的指示才開始翻頁作答
未來餐廳 (限時 15 分鐘)
現今的餐廳越來越有特色，經營方式也不斷推陳出新。請你想像 三十年後的餐廳會是什麼樣子，並在下面方格中，描繪出您所想像的 未來餐廳，可能會具備哪些超越現有餐廳的軟硬體設備、功能、設計、
特色或是使用方式？想法越多越好，並以文字說明您的構想:
請注意:
1. 除了描繪出想像的未來餐廳之外，請盡可能用文字詳細描述或說 明每個構想的功能、特色或用途。
2. 請不要著色，只要能呈現你的設計特色、想法就可以。
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未來背包 (限時 15 分鐘)
現今背包的樣式日新月異、功能也不斷推陳出新。請你想像三十 年後的背包會是什麼樣子。請在下面方格中，描繪出您所想像的未來 背包，可能會具備哪些超越現有背包的功能、樣式、設計、特色或是 使用方式？想法越多越好，並以文字說明您的構想:
請注意:
1. 除了描繪出想像的未來背包之外，請盡可能用文字詳細描述或說 明每個構想的功能、特色或用途。
2. 請不要著色，只要能呈現你的設計特色、想法就可以。
附錄二：新編創造思考測驗使用同意書
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