專案導向式學習（project-based learning, PBL) 長久以來被認為是一種可以引發學習者的創造力的學習模式。然而，過去針對專案導向式學習的研究對於專案小組如何透過對話發想點子的機制不甚了解，故本研究試圖歸納出小組對話的模式，並從辯證的「自身超出」、「自身分離」與「自身回復」三個階段解析對話，呈現點子發展歷程及學習者創造力促進或抑制的可能。本研究對象為工學領域課程中執行專案的學生小組。研究者透過分析專案計畫討論錄影，並以結案簡報檔與訪談資料作為輔助，統整出小組多個對話模式。研究發現，小組對話中的辯證難以到達「自身回復」的階段，組員在辯證時把透過團體力量所產生的相異點子或反對意見視為非己則彼、互不相容且不可解構的個體，難以藉由對立統合發揮高層次的創造力。另外，沒有反對介入，僅是資訊傳播或是同質概念堆疊的情形也常見於小組對話之中，小組點子僅是個人的發想或是參考資料的實現。也因此本研究建議學習設計者在小組進行專案前，應引導學習者以對立統合的視角去面對「反對」，以促進高度創造力的機會。

Project-based learning (PBL) has long been favored as a feasible learning method to prompt learners’ creativity. Previous literature, however, is unclear concerning the exact mechanism by which members in PBL groups develop their ideas through conversations. Thus, this study aims to generalize modes of dialogue in collaborative PBL and analyze them from the perspective of the three phases of dialectics: “self-sublation,” “self-separation,” and “self-restoration,” presenting the explicit process of idea development in their dialogue and delving into opportunities to foster or inhibit the learners’ creativity. The subjects were students of PBL groups enrolled in an engineering-related course. The taped video of the students’ dialogue during the planning phase of a PBL was analyzed. The interview data and students’ final reports were additional sources of information to validate the analysis findings of the students’ dialogue. The researcher found the achievement of “self- restoration” was rare in the dialogue of PBL groups, which indicated the members perceived the opposite ideas to be mutually contradictory and that incompatible individuals were not deconstructable; making it difficult for them to reach their high-level creativity via contradiction synthesis. In addition, the absence of objection in their dialogue was common. The typical dialogue modes of collaborative PBL were related to information dissemination or the development of ideas constructed with homogeneously supportive concepts. The members merely collaborated to fulfill ideas from a single member or reference resources. Therefore, prior training of dialectical thinking based on contradiction synthesis is suggested to trigger the spark of learners' high levels of creativity with group genius in PBL.

摘要..............................................i
Abstract.........................................ii
表目錄............................................v
圖目錄...........................................vi
第一章 緒論.......................................1
第一節 研究背景與動機...........................1
第二節 待答問題.................................5
第二章 文獻探討...................................6
第一節 專案式導向學習內涵及其創造力研究.........6
第二節 創造力、集體創造力與集體互動............18
第三節 辯證與辯證創造力........................29
第三章 研究方法..................................38
第一節 研究場域................................38
第二節 研究對象與資料蒐集......................40
第三節 研究工具................................43
第四節 資料分析與檢核..........................46
第五節 研究限制................................50
第四章 研究發現..................................51
第一節 專案進行概述與專案成品..................52
第二節 小組對話模式之原型.....................59
第三節 微觀的對話分析：小組對話模式............65
第四節 小組對話模式之占比.....................105
第五章 研究討論.................................107
第一節 對話模式中的「反對」性質探討...........107
第二節 小組對話模式的辯證階段探究.............120
第六章 結論與建議...............................134
參考文獻........................................137
附錄............................................148
附錄一 專案任務規則...........................148

壹、 中文部分

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貳、 英文部分

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