[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-592505-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-592505-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","a-comparative-study-on-the-teaching-effects-of-triz-courses-for-the-humanities","A Comparative Study on the Teaching Effects of TRIZ Courses for the Humanities","","A comparative study tests the feasibility of implementing TRIZ curriculum systems in humanities and social science majors, focusing on whether the approach strengthens students’ creativity and enhances problem-solving ability. Randomly assigned experimental and control groups complete pretests and posttests, supported by creative thinking measures and student self-evaluation questionnaires based on Wu Jingji’s design. Post-test results show significant improvement in creative thinking indicators in both groups, indicating a notable effect on creativity. 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Creative thinking measures and student self-evaluation questionnaires were used, based on Wu Jingji’s design.",{"name":70,"@type":61,"acceptedAnswer":71},"What do the results indicate about TRIZ’s teaching effect?",{"text":72,"@type":64},"Post-test outcomes show that creative thinking indicators improved significantly for both student groups, demonstrating a significant effect of TRIZ on enhancing students’ creativity.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},592505,1792924788,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":97,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":144,"preview_page_count":4},1236954412713,"https://us-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","A Comparative Study on the Teaching Effects of TRIZ Courses for the Humanities  \n\n| LUO Lingling1 􀀣 \u003Cbr>LI Peng2  ZHANG Ping3  | \u003Cbr>( 􀀣 Corresponding Author) |\n| --- | --- |\n| 1,2Research Center for Philosophy of Science and Technology Northeastern University, China, Shenyang\u003Cbr>3School of Humanities and Law Northeastern University, China , Shenyang |  |\n\nAbstract  \nIn order to test the feasibility of the curriculum system of TRIZ used in humanities and social science majors, this study will test whether it is effective to cultivate students’ creativity and to train their ability  to solve problems. This study designs the randomly experimental targets in the two control groups for  pretest and post-test. This study tests creative thinking and student self-evaluation questionnaire by use  of the China Taiwan scholar, Wu Jingji’s design. The result indicates that the post-test, for the two  groups of students, their creative thinking indicators have improved significantly. The results showed  that TRIZ had a significant effect on improving students' creativity. Finally, this study has discussed the  value of TRIZ Course contained in Humanities and Social Science Teaching and addressed the needs to  improve.  \nKeywords: TRIZ, TRIZ courses, Creative development course, Creative, Effect, Comparative study.  \nContents  \n1. The Theoretical Background of this Study ......................................................................................................................... 26  \n2. Study Design ........................................................................................................................................................................ 26  \n3. Findings................................................................................................................................................................................ 27  \n4. Results .................................................................................................................................................................................. 28  \n5. Discussions ........................................................................................................................................................................... 29  \nReferences ................................................................................................................................................................................ 29  \nCitation | LUO Lingling; LI Peng; ZHANG Ping (2017) . A Comparative Study on the Teaching Effects of TRIZ Courses for the Humanities. Asian Journal of Education and Training, 3(1): 25-29.  \nDOI:  \n 10.20448/journal.522/2017.3.1/522.1.25.29  \nISSN(E) : 2519-5387  \nLicensed: This work is licensed under a Creative Commons Attribution 3.0 License   \n Contribution/Acknowledgement: All authors contributed to the conception and design of the study.  \nFunding: This study received no specific financial support.  \nCompeting Interests: The authors declare that they have no conflict of interests.  \nTransparency: The authors confirm that the manuscript is an honest, accurate, and transparent account of the study was reported; that no  \nvital features of the study have been omitted; and that any discrepancies from the study as planned have been explained.  \nHistory: Received: 18 November 2016/ Revised: 9 January 2017/ Accepted: 20 January 2017/ Published: 2 February 2017  \nEthical: This study follows all ethical practices during writing.  \nPublisher: Asian Online Journal Publishing Group  \n1. The Theoretical Background of this Study  \n1.1. The Feasibility for TRIZ Innovation Theory Used in Non-Technical Areas  \nThe earliest works of this field come from the scholars ,Boris Zlotin and Alla Zusman , who explore the possibility of TRIZ innovation theory in the social sciences (Boris and Alla, 1993) . And later, some researchers began to explore the possibility of TRIZ innovation theory applied to non-technical areas. bec","cbCaigG9pm2NlKNp","https://ap.wps.com/l/cbCaigG9pm2NlKNp","pdf",550876,"English","# Abstract\n# Keywords\n# The Theoretical Background of this Study\n## The Feasibility for TRIZ Innovation Theory Used in Non-Technical Areas\n# Study Design\n# Findings\n# Results\n# Discussions\n# References","[{\"question\":\"What is the purpose of this TRIZ curriculum study in humanities education?\",\"answer\":\"The study tests whether a TRIZ curriculum system is feasible and effective for cultivating students’ creativity and improving their ability to solve problems in humanities and social science majors.\"},{\"question\":\"How were the study groups and evaluations organized?\",\"answer\":\"Experimental and control groups were randomly assigned and completed pretests and posttests. Creative thinking measures and student self-evaluation questionnaires were used, based on Wu Jingji’s design.\"},{\"question\":\"What do the results indicate about TRIZ’s teaching effect?\",\"answer\":\"Post-test outcomes show that creative thinking indicators improved significantly for both student groups, demonstrating a significant effect of TRIZ on enhancing students’ creativity.\"}]","A Comparative Study on the Teaching Effects of TRIZ Courses for the Humanities | PDF",1792074728,13]