並列摘要
Both creativity and imagination are critical elements for the education of Information Communication, due to its novelty, the cross-field attribute, and the ever-changing industry. Not much research has concerns with the talent development of this field, especially in the area of illusory-like topic, such as imagination. To narrow down this gap, this study tries to define ”imagination” and to synthesize a set of criteria to assess imagination.
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延伸閱讀
- 張淑華（2020）。溶解虛擬實驗室的發展及其對學生科學學習成就、概念理解和科學態度的影響〔碩士論文，國立清華大學〕。華藝線上圖書館。https://www.airitilibrary.com/Article/Detail?DocID=U0016-2502202114240201
- 陸真儀（2020）。時空幻化的線性與非線性思維—陸真儀水墨創作論述〔博士論文，國立臺灣師範大學〕。華藝線上圖書館。https://doi.org/10.6345/NTNU202001008
- 黃贊倫（2015）。混種：想像實存的可能〔碩士論文，國立臺北藝術大學〕。華藝線上圖書館。https://www.airitilibrary.com/Article/Detail?DocID=U0014-0801201622283600
- Chiang, C. W., & Chen, C. M. (2013). Imagination and Its Predictors: Old Categories, New Perspectives. 資訊傳播研究, 4(1), 1-23. https://doi.org/10.6144/JIC.2013.0401.01
- 陳岳均（2010）。The Different Imaginations of Educational Space〔碩士論文，國立臺北藝術大學〕。華藝線上圖書館。https://www.airitilibrary.com/Article/Detail?DocID=U0014-1407201019192400