As the advocacy for and importance of imagination is increasingly emphasized around the world, a mass fervor for imaginative education has sprung up in Taiwan. In the domain of arts and design education, imagination means the source of creative designs; a variety of teaching plans that arouse and promote imagination are required to enhance students' creativity and imagination. Therefore, the study aims at developing imaginative teaching strategies to achieve the effect of strengthening students imagination. After developing the teaching strategies and teaching contents through field interviews, AHP questionnaires were distributed to assess the weights of teaching strategies and teaching contents. Analysis showed both consistency ratio (C.R.) and consistency ratio of the hierarchy (C.R.H.) for all items were smaller than 0.1, which conforms to the requirement of the Analytic Hierarchy Process (AHP) theory. Research results indicated the priority of teaching strategies that stimulate students imagination were: stimulation of imagination activities, stimulation of imagination materials, stimulation of imagination pedagogy, stimulation of imagination space, stimulation of imagination personage; overall speaking, the teaching content that encourages participation in 'competitive activities' had the greatest weight in stimulating students imagination.
Shin Liao, National Taiwan Normal University, Taiwan
Chao-Fu Yang, Shu-Te University, Taiwan
Chui-Chu Yang, National Taiwan Normal University, Taiwan
Yi-Chen Pan, National Taiwan Normal University, Taiwan
Stream: Education and Technology: Teaching, Learning, Technology & Education Support
This paper is part of the ACSET2016 Conference Proceedings (View)
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