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題 名 | 資賦優異學生後設認知能力與創造思考能力關係之研究=The Study of the Relationships Between Metacognitive Ability and Creative Thinking Ability of the Gifted Students |
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作 者 | 張昇鵬; | 書刊名 | 特殊教育研究學刊 |
卷 期 | 13 1995.12[民84.12] |
頁 次 | 頁221-240 |
分類號 | 529.61 |
關鍵詞 | 資賦優異學生; 後設認知能力; 創造思考能力; |
語 文 | 中文(Chinese) |
中文摘要 | 本研究主要在探討資賦優異學生與普通學生、國中資優學生與國小資優學生、資優男生與資優女生之後設認知能力及創造思考能力之差異性;並進一步控討後設認知能力與創造思考能力之間的關係,以做為未來後設認知教學與創造思考能力教學改進的參考依據。 主要的研究結果顯示: 一、各雙項在後設認知能力與創造思考能力的差異性方面:資優女生的部分後設認知能力表現高於資優男生;國中資優男生的部分後設認知能力表現高於國小資優學生及國中普通學生與國小普通學生;國小資優學生的部分後設認知能力表現高於國小普通學生;國中普通學生的部分後設認知能力表現高於國小的普通學生。資優學生的創造思考能力表現高於普通學生;國中學生的創造思考能力表現高於國小學生。 二、後設認知能力與創造思考能力與創造思考能力之關係方面:資優學生與普通學生的後設認知能力與創造思考能力之間存有部分的「含攝」關係。資優男生的後設認知能力與創造思考能力之未存有「含攝」、「統攝」與「平行」的關係;資優女生的後設認知能力與創造思考能力之間存有部份「含攝」的關係。國中資優學生與國小資優學生的後設認知能力與創造思考能力之間未存有「含攝」、「統攝」與「平行」的關係。全體學生的後設認知能力與創造思考能力之間存有部皆的「含攝」關係。 |
英文摘要 | The purposes of this study were (a) to examine the discrepancies in metacognitive ability and creative thinking ability between gifted students and regular students in terms of their grade and gender and (b) to examine the relationships between the metacognitive ability and creative thinking ability among these groups. The main findings of this study were as follows: 1. (1) Female gifted students outperformed male gifted students in part of their matacognitive abilities; junior high school gifted students were superior to elementary school gifted students, junior high schools' and elementary schools' regular students in terms of partial metacognitive ability; elementary school gifted students outperformed elementary school regular students in terms of partial metacognitive ability; junior high school regular students were superior to elementary school regular students in terms of partial metacognitive ability. (2) Gifted students weresuperior to regular students in creative thinking ability; junior high schools students scored higher than elementary school students in creative thinking ability. 2. (1) There was partial interlocking relationship between metacognitive ability and creative thinking ability on the gifted students and regular students. (2) There was partial interlocking relationship between metacognitive ability and creative thinking ability on the female gifted students. (3) The interlocking, concentric and dualistic models were not confirmed between metacognitive ability and creative thinking ability on the junior high school and elementary school students (4) There was partial interlocking relationship between metacognitive ability and creative thinking ability on the total students. |
本系統中英文摘要資訊取自各篇刊載內容。