英語創造思考教學方案對國中學生創造力、學習態度及學業成就之影響

Abstract

本研究的主旨在設計一套以陳龍安(1989)「問想做評」創造思考教學模式為架構，並融入創造思考策略及Oxford(1990)語言學習策略的國中英語創造思考教學方案，探討實施國中英語創造思考教學，對國中學生創造力、英語科學習態度及學業成就之影響。 本研究採不等組前後測準實驗設計，立意抽取台北市某國中九年級兩班學 生，並將之分為實驗組與控制組。實驗組實施總共十四週的國中英語創造思考教學方案，控制組則未進行國中英語創造思考教學課程。本研究主要的研究工具為吳靜吉教授「新編創造思考測驗」、林幸台、王木榮(1994)修訂之「威廉斯創造性傾向測驗」、吳金蓮(1990)編製的「國中學生英語科學習態度問卷」、英文科的學業成績，以及研究者自行編製的「國中英語創造思考教學課程回饋調查表」，所得資料以單因子共變數分析進行統計考驗。 根據研究結果，本研究主要發現如下： 一、實驗組學生在語文及圖形創造力的表現： （一）實驗組學生在「語文流暢力」、「語文變通力」、及「語文獨創力」的表現情形均顯著優於控制組。 （二）實驗組學生在「圖形流暢力」、「圖形變通力」及「圖形精進力」的表現情形均顯著優於控制組。但在「圖形獨創力」的表現則未顯著優於控制組。 二、實驗組學生在威廉斯創造性傾向測驗的表現： 實驗組學生在「挑戰心」、「冒險心」、「想像心」、「好奇心」及「總分」的表現情形均未顯著優於控制組。 三、實驗組學生在英語科學習態度的表現： 實驗組學生在英語科學習態度的表現未顯著優於控制組。 四、實驗組學生在英語科學業成就的表現： 實驗組學生在英語科學業成就的表現未顯著優於控制組。 五、實驗組的學生對於英語科創造思考教學課程表示接受與喜愛。 本研究最後根據研究結果，對英語教學實務工作者及未來的研究者提出建議，以作為後續研究與教學的參考。The main purpose of this study was to design a set of creative thinking teaching courses in English for the 9th-grade students based on L. A. Chen (1989) “ATDE” creative thinking teaching model, some creative thinking strategies, and Oxford’s “Languages Learning Strategies (1990)”, and to investigate the impacts on students’ creativity , learning attitudes toward Englsih and the grades in English. A nonequivalent pretest-posttest experimental design was employed from a junior high school in Taipei, and the subjects of this study were selected and divided into the experimental group and the controlled group. The experimental group consisted of 31 ninth-grade students participating in English creative thinking courses for 14 weeks while the controlled group consisted of 34 ninth-grade students participating in general English courses. The instruments of this study are “The New Tests of Creative Thinking,” by Ching-Chi Wu, “The Willians Assessment of Creative Tendency ” revised by Sing- Tai Lin& Mu-Rong Wang (1994), “The Questionnaire of the Learning Attitudes Toward English for Junior High School Students” by Ching-Lian Wu, “Students’ Grades in English” , and “Students’ Feedback to English Creative Thinking Courses.” The data were analyzed by using the One-way Analysis of Covariance. The findings of the study were concluded as follows: 1.The results of the “The New Tests of Creative Thinking” (a) The performances of the experimental group were significantly better than those ofthe controlled group in verbal fluency, flexibility, and originality. (b) The performances of the experimental group were significantly better than those of the controlled group in figure fluency, flexibility, and elaboration. However, there was no significant difference between the experimental group and the controlled group in figure originality. 2.The results of “ The Willians Assessment of Creative Tendency” There were no significant differences between the experimental group and the controlled group in risk-taking, curiosity, imagination, complexity, and the whole performances. 3.The result of “The Questionnaire of the Learning Attitudes Toward English for Junior High School Students” There was no significant difference between the experimental group and the controlled group in learning attitudes toward English. 4.The result of Students’ Grades in English. There was no significant difference between the experimental group and the controlled group in English Academic Achievements. 5.English Creative Thinking Teaching Courses are accepted and liked by the 9th -grade students in junior high school. Based on the results, the research proposed some suggestions to English teachers and researchers as references in research or teaching in the future.