Amabile 工作動機理論影響學生科技創造力的內涵解析

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壹、緒論

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只有相鄰空缺處的拼塊有移動機會，每次僅能平移一片拼塊到唯一的空缺處，直到所有的拼塊排序完成。

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參考文獻

王保堤、游光昭、王鼎銘（2006）。設計導向課程對學生科技創造力影響之研究。新竹教育大學學報，22，77-103。朱益賢（2008）。從 Amabile 創造成份模式理論探討國小學童的實作技能與科技創造力 ──透過科技競賽策略。國科會專題研究計畫（編號：NSC 95-2511-S-003-021-MY3）。李堅萍（2000）。國小美勞科的創造性教學策略。國教世紀，191，13-16 李堅萍（2006）。培育科技創造力應重視實作技能的教學與自我效能的激發。生活科技教育月刊，39(8)，頁 21-28。李堅萍、游光昭、朱益賢（2008）。國中科技教育運用 Teresa M. Amabile 工作動機原則與自我效能激發策略之研究。新竹教育大學教育學報，25(2)，129-159。李隆盛（1993）。技學面面觀。技術及職業教育雙月刊，31，18-20。 Amabile, T. M. (1996). Creativity in context. Boulder, Colorado: Westview Press. Cordes, C. (2005). Long-term tendencies in Technological creativity - a preference-based

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