心智圖法教學方案對高職特教班學生創造力與學習動機成效之研究

Abstract

本研究旨在探討「心智圖法教學方案」對高職特教班學生創造力與學習動機成效之研究。研究者採用準實驗研究之不等組前後測設計，實驗組對象為臺北市兩所高職特教班輕度智能障礙學生，實驗組與控制組人數共31人。研究工具採用「陶倫斯創造思考測驗圖形版」與「心智圖教學方案課程學習動機量表」。實驗組接受為期十週(八週教學以及兩週前後測)，每週兩節課共一百分鐘之「心智圖法教學方案課程」；控制組則接受一般之特教班課程教學。研究結果以共變數分析及相依樣本t檢定等方式進行分析。 本研究結果如下： 一、心智圖法教學方案對高職特教班學生創造力有部分顯著成效，實驗組學生在陶倫斯創造思考圖形版之「獨創力」及「標題力」分數顯著優於控制組學生；而在「流暢力」、「精密力」及「開放力」的分數未達到顯著差異。 二、心智圖法教學方案對高職特教班學生的學習動機有部分提升，實驗組學生在心智圖教學方案課程學習動機量表之「引起注意」及「切身相關」的分數達到顯著；在「建立信心」及「獲得滿足」的分數未達到顯著差異。 三、根據學生心智圖作品和學生課堂回饋表進行共識評量及質性分析，從作品與回饋表當中更了解學生在心智圖繪製及創造力的想法及表現。 四、根據研究結果進行討論，並針對心智圖法教學方案對高職特教班學生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 mind-map teaching program on mild intelligent disabilities students in vocational high 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 mild mild intelligent disabilities students in vocational high school in Taipei city,and the members of control group were another 9 mild mild intelligent disabilities students in vocational high school in Taipei city. The instruments included“Torrance Tests of Creative Thinking”and “mind-map teaching program motivation questionnaire”.The experimental group received mind-map teaching program for 10 weeks.Each week conducted two periods ,and each period lasted 50 minutes; whereas the control group received normal lessons.The data were analyzed by ANCOVA and t-test. According to the data analysis, the results of this study as follows: 1.The effect of mind-map teaching program on mild intelligent disabilities students in vocational high school could sometimes upgrade creativity tendency on originality and abstractness of titles. 2.Mind-map teaching program on mild intelligent disabilities students in vocational high school sometimes increased student’s learning motivation. The mind-map teaching program could upgrade the experimental group’s “Attention” and “Relevance” of the mind-map teaching program motivation questionnaire. 3.According to the student’s work and classroom feedback could realize more about the ideas and performance of experimental group’s students. 4.Based on the results of the study, it could provide some suggestions for education and relevant studies, and it offered the foundation of further following studies in academia.