桌上遊戲融入創造思考教學對國小資優生創造力與學習動機成效之研究

Abstract

本研究旨在探討「桌上遊戲融入創造思考教學」對國小資優生創造力與學習動機之成效。研究者採用準實驗研究之不等組前後測設計，實驗對象為新北市兩所一般智能資優班之學生為對象，實驗組與控制組之人數共25名學生。研究工具採用「陶倫斯創造思考測驗語文版」與「桌上遊戲創造思考課程學習動機量表」。實驗組接受為期6週，每周2節課(共80分鐘)之「桌上遊戲融入創造思考教學課程」；控制組則接受一般之資優班課程教學。研究結果以單因子共變數分析與相依樣本t檢定等方式進行分析。

本研究之結果如下:一、桌上遊戲融入創造思考教學對國小資優生創造力之學習成效有所影響，實驗組學生在陶倫斯創造思考測驗語文版之「流暢力」、「獨創力」、「變通力」與「全量表總分」之分數皆顯著優於控制組學生。二、桌上遊戲融入創造思考教學對國小資優生學習動機有部分提升，實驗組學生在桌上遊戲創造思考課程學習動機量表之表現之「引起注意」、「建立信心」的分數達到顯著差異；在「切身相關」、「獲得滿足」及「總分」未達顯著差異。最後，根據研究結果進行討論，並針對桌上遊戲融入創造思考教學在未來研究及教學實務上提出相關建議。

The purpose of this study was to investigate the effect of integrating board games into creative thinking teaching gifted students in elementary school for their creativity and learning motivation. Researcher used a quasi-experimental, nonequivalent pretest-posttest control group design. The members of experimental group were 12 gifted students in the elementary school in New Taipei city, and the members of control group were another 13 gifted students in the elementary school in New Taipei city. The instruments included “Torrance Tests of Creative Thinking” and “Integrating Board Games into Creative Thinking Teaching learning motivation questionnaire”. The experimental group received integrating board games into creative thinking teaching program for 6 weeks. Each week conducted two periods, and each period lasted 40 minutes; whereas the control group received normal gifted lessons. The data were analyzed by one-way ANCOVA and t-test. According to the data analysis, the results of this study as follows:1. The effect of integrating board games into creative thinking teaching could upgrade creative tendency on fluency, originality and flexibility. 2. Integrating board games into creative thinking teaching program sometimes increased students’ learning motivation. Finally, according to the study, recommendations for improving integrating board games into creative thinking teaching and teaching techniques will be addressed.