薩提爾冰山理論情感同理與創造思考情緒覺察融入寫作教學對國中生同理心、情緒複雜度、創造性思考及情意寫作表現提升成效之研究

Abstract

本研究旨在發展薩提爾冰山理論及創造思考技法融入國中寫作課程，比較兩者對於國中學生同理心、情緒複雜度、創造思考及寫作表現之提升效果。本研究採用準實驗設計的不等組前後控制設計，研究參與者為臺灣中部地區某國中八年級學生114人（58男、56女）；參與者依據班級區分為4組，分別為2個實驗組、1個控制組及一組無介入組，前三者以三種不同的寫作課程進行實驗教學。實驗組1一班30人（16男14女），接受為期8週的「薩提爾冰山理論融入寫作教學」；實驗組2一班30人（14男、16女），接受為期8週的「創造思考融入寫作教學」；控制組一班26人（14男、12女），則接受為期8週的「一般寫作教學」；無介入組一班28人（14男、14女）。實驗教學期程包含前測、後測共計10週，無介入組僅參與「新編創造思考測驗」、「正負向情緒量表」、「BES同理心量表」的前測與後測。研究工具使用「新編創造思考測驗」、「正負向情緒量表」、「BES同理心量表」、「會考寫作測驗評分規準」及「自編情意寫作評分量表」進行實驗教學效果測量。本研究結果顯示，經過八週的實驗課程，四組學生於同理心無顯著差異；情緒複雜度為無介入組有所提升；創造思考中的流暢力、獨創力無顯著差異，變通力則是對照組高於兩組實驗組。情意寫作以實驗組1提升效果最好。最終，本研究依據研究結果針對後續研究與實務提出建議。

The purpose of this study is to develop and integrate Sattir iceberg theory and creative thinking techniques into junior high school writing curriculum, comparing their effects on empathy, emotional complexity, creative thinking, and writing performance among junior high school students. The research adopts a quasi-experimental design with non-equivalent pre-test and post-test control group, involving 114 8th-grade students (58 males, 56 females) from a junior high school in central Taiwan. Participants are divided into four groups: 2 experimental groups, 1 control group, and 1 no-intervention group. The first experimental group (30 students, 16 males, 14 females) undergoes an 8-week"Sattir iceberg theory integrated writing instruction," the second experimental group (30 students, 14 males, 16 females) undergoes an 8-week "creative thinking integrated writing instruction," while the control group (26 students, 14 males, 12 females) receives an 8-week "regular writing instruction." The no-intervention group consists of 28 students (14 males, 14 females). The experimental teaching period includes pre-tests, post-tests, and spans 10 weeks. The no-intervention group only participates in pre-tests and post-tests for the"New Creative Thinking Test," "Positive-Negative Emotion Scale," and "BES Empathy Scale." Research tools include the "New Creative Thinking Test," "Positive-Negative Emotion Scale," "BES Empathy Scale," "Comprehensive Writing Test Scoring Criteria," and "Self-developed Affective Writing Scoring Scale" for measuring experimental teaching effects. The results of this study indicate that after eight weeks of experimental courses, there is no significant difference among the four groups in terms ofempathy. Emotional complexity shows improvement in the no-intervention group. There is no significant difference in fluency and originality in creative thinking, but flexibility is higher in the control group compared to both experimental groups. In affective writing, experimental group 1 shows the best improvement. Finally, based on the research findings, recommendations are made for future research and practical applications.