閱讀教學對兒童創造力的影響—以臺北巿國小四年級為例

Abstract

本研究主旨在探討閱讀教學對國小中年級學童創造力的影響。採用的方法是個案研究法，以臺北巿某國小四年級學生為研究對象，進行閱讀教學研究並觀察學童之創造力展現。根據閱讀教學實施的歷程與結果，本研究分析歸納了學生在創造力認知及情意上的表現。 同時，本研究還針對研究對象的閱讀動機做了深入的探討，並進一步提出提升閱讀動機的方法。另外，為了了解學童的閱讀理解情形，本研究亦分析了學生如何運用「連結」、「提問」與「預測」等三種閱讀策略的歷程。最後，本研究亦歸納整理了師生於教學中所遭遇到的各種困境及因應方式，以及學生的學習感受與研究者的專業成長。 為達到上述研究目的，本研究透過教師省思札記、教學觀察、並與研究對象進行正式與非正式訪談等方式蒐集資料，最後再就所蒐集的資料進行整理、歸納與分析。本研究獲致以下結論： (一)閱讀教學對提升學童的閱讀動機有正向提升的效果，並有助於將學童的外在閱讀動機轉為內在閱讀動機，使學童從閱讀中獲得樂趣，進而建立固定的閱讀習慣。 (二)學童藉由學習並應用不同的閱讀策略，不僅理解力提高、觀察力提升、而且組織能力也增強，因此加深了學童對閱讀文本的理解與感受。 (三)藉由閱讀動機與閱讀理解的提升，激發了學童的創造力表現，在認知方面，尤能看出學童在獨創力、流暢力及精密力上的進步，唯在變通力上較無明顯的改變；在情意方面，也能看出學童相較於閱讀教學前，變得更勇於面對問題並挑戰困難，對於未知事物亦能充分展想像力及追根究柢的精神，因此，可以得知閱讀教學對提升學童的創造力認知，及情意與態度是有助益的。The purpose of this research is to investigate the impact of reading instruction for cultivating on the creativity of elementary school students. A cast study approach is used. The subjects are the fourth grade students in an elementary school in Taipei, Taiwan. This research is based upon important literature of creativity recognition, reading motivations and the reading strategies and processes, such as connection, query, and prediction. In addition, this research also summaries the difficulties and resolutions related to teaching and learning. The research findings reveal that both students’ and teacher’s creativity. In the process, the researcher conducts are greatly enhanced in-class observations, collected teachers’ memos, and interviewed students and teachers. The following are my conclusions. (1) Promoting reading instruction could increase reading motivation. Students’ reading motivation can be transformed from external to internal. The enjoyment of reading is increased and reading habit maybe established. (2) By adopting different reading straegies, the students can raise their understanding, observation ability, organization ability, and the impacts in reception. (3) Through the increase of motivation and comprehension, both the students’ and teacher’s creativity has also increased. Consequently, the students are able to ask more questions and think more deeply in practicing the cause-effect logic thinking. Therefore, the reading instruction can be concluded to have positive effects in promoting the creativity, recognition , and attitude of learning of the students.