曼陀羅思考法融入寫作教學對國中學生之寫作表現、寫作興趣與創造力之研究

Abstract

本研究旨在探討曼陀羅思考法融入寫作教學，其對國中學生在寫作表現、寫作興趣與創造力之提升效果。本研究採準實驗設計的不等組前後測控制設計。研究參與者為新北市某國中八年級學生50人，分為實驗組，進行為期8堂課的「曼陀羅思考法融入寫作教學」；對照組則進行為期8堂課的「一般命題式寫作教學」。實驗期程包含前測及後測共10週，兩組皆參與「新編創造思考測驗」的「竹筷子的不尋常用途」、「寫作興趣量表」的前測與後測，並邀請同領域專家教師依據教學前後之「全校性寫作測驗」共評「作文評定量表」作為寫作表現之前後測。研究工具採用「新編創造思考測驗」、「寫作興趣量表」、「作文評定量表」，並輔以質性資料作為實驗教學效果評測。本研究結論獲得下述發現： 一、曼陀羅思考法融入寫作教學對提升國中學生之流暢力、變通力、獨創力無顯著成效；寫作表現方面，文法修辭有顯著提升，內容思想、組織結構則無顯著成效。 二、曼陀羅思考法融入寫作教學對提升國中學生寫作興趣無顯著成效。三、研究對象對於曼陀羅思考法融入寫作教學，多數有正向看法及感受。最終，本研究將依據研究結果，針對後續相關研究提出建議。

The purpose of this study is to develop the effect of integrating the Mandala Chart into writing curriculum, comparing the effects on writing performance, interest in writing, and creativity among junior high school students. The research adopts a quasi- experimental design with non-equivalent pre-test and post-test control group, involving 50 8-grade students from a junior high school in New Taipei City. The experimental group is divided into two groups: the experimental group conducted an 8-lesson "Mandala Chart into Writing Instruction", and the control group conducted an 8-lesson "General Propositional Writing Instruction". The experimental program consists of 10 weeks of testing and post-testing, and both groups participate in the pre-test and post-test of the "New Creative Thinking Test" on the "Unusual Uses of Bamboo Chopsticks" and "Writing Interest Scale", and invited teachers who are experts in the field to evaluate the "Essay Evaluation Scale" as the pre-test and post-test of the writing performance based on the"Whole-school Writing Test". Research tools include the "New Creative Thinking Test", "Writing Interest Scale", and "Composition Rating Scale" for measuring experimental teaching effects. The study reached the following conclusions: 1. Integrating the Mandala Chart into writing curriculum didn’t significantly improve the fluency, flexibility, and originality of junior high school students' creativity. There were significant improvements in grammar, and rhetoric, though not in content, thought,and organizational structure.2. The Mandala Chart didn’t have a significant effect on improving junior high school students' writing interests. 3. Most of the research subjects had positive views and feelings about integrating the Mandala Chart into writing curriculum. In conclusion, the study suggests further related research based on these findings.