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題名 | 國小語文科創造思考教學之實驗研究 |
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作者 | 陳龍安; | 書刊名 | 臺北市立師範學院學報 |
卷期 | 23 1992.06[民81.06] |
頁次 | 頁135-172 |
分類號 | 523.33802 |
關鍵詞 | 國小; 教學; 創造思考; 實驗; 語文科; |
語文 | 中文(Chinese) |
中文摘要 | 本研究旨在設計一套以「問想做評」教學模式的國小國語科創造思考教 學貿驗方案,以文證性研究考驗其對創造思考能力、學業成就及學習基本能力的 影響。 本研究採等組前後測設計,樣本係隨機取自台北縣市八所國小二年級共656名學 生為對象,以班級為單位分為實驗組及控制組,實驗組(N=333)接受十七週每週 三小時的國語科創造思考教學活動,控制組則由原學校安排之一般教學活動。 以共變數分析實驗結果發現: (一)國小學生語文創造思考教學實驗結果,在圖形創造思考能力方面:實驗組學生 在圖形流暢力、變通力、精進力及總分方面的分數均顯著優於控制組。在語文創 造思考能力方面,實驗組學生在語文流暢、語文變通、語文獨創力及總分的全部 成續都顯著高於控制組。 (二)國小學生語文創造思考教學實驗結果,在國語成就測驗的成績上,實驗組學 生的成績與控制組學生的成績並沒有顯著差異。 (三)國小學生語文創造思考教學實驗結果,在智能結構基本學習能力測驗上,實 驗組與控制組學坐在聚圖單(NFU)、記圖單(MFU)兩項分測驗上達到顯著差異,在 運作層面上的記憶(M)、聚歛思考(N),內容層面的圖形(F)、語意(M),以及結果 層面上的單位(U)的成績亦有顯著的差異。 (四)學生學習興趣濃厚,都認為收穫很大,並希望能再參加此類活動,也建議其 他科目舉辦類似活動。 綜合上述結果可知,國小國語科創造思考教學實驗方案,證實對國小學生的創造 思考能力的有顯著的效果,而且並不曾影響其學業成就及學習基本能力。 |
英文摘要 | The purpose of this study is to construct the Ask Think Do Evaluate (ATDE) creativethinking instructional model to verify it in language classrooms and to explore its effects oncreative thinking ability, academic achievement and basic learning ability. A pretest-posttest control-group experimental design was used. The 656 2nd-grade subjectsparticipated in this experiment, randomly selected from eight Taipei City primary schools,were divided into experiment and control groups. The experiment group (n=333) receivedlanguage creative thinking instructional activities two hours a week for 17 weeks. The controlgroup received the instruction in their school. The data were analyzed by one-way ANOVA. In addition, a questionaire about thisprogram was distributed to all participants and collected after this training. The results of thisstudy were as follows: 1.The experiment group scored significantly higer than the control group in figuralfluency, figural flexibility, figural elaboration and all verbal creative thinking tests. 2.In the "SOI Learning Abilities Test" , apart from the MFU 、 NFU tests, all scores wereof no significance. 3.No significant differences were shown between experiment and control group inacademic achievement of language. 4.The students were very interested in this program and suggested similar activities inother subjects. In sum, the instructional activities developed from the ATDE instructional model werebeneficial to students in their creative thinking ability, academic achievement and basiclearning ability. It deserves further educational application and continued researchdevelopment. |
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