多元智能寫作教學方案對國小六年級學童英文寫作能力、寫作態度、創造力與創造性傾向之影響
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2009
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Abstract
本研究旨在依據「多元智能」的內涵以及國小英語教學原則，設計一套將語言、數學-邏輯、肢體動覺、音樂、空間、人際、內省、自然觀察者等八種智能融入的「多元智能寫作教學方案」，進行十次的實驗教學，探討此方案對提升國小六年級學童英文寫作能力、寫作態度、創造力及創造性傾向的成效
本研究採準實驗研究法，採立意取樣選取台北市某國小六年級學童為研究對象，隨機分派實驗組和控制組各一班。實驗組三十二名學童每週進行一次四十分鐘的「多元智能寫作教學」，共計十個單元；控制組三十三名學童則接受「一般寫作教學」。研究工具為研究者自編之「英文寫作能力測驗」、改編之「英文寫作態度量表」、「威廉斯創造性思考活動測驗」以及「威廉斯創造性傾向量表」，所得資料以獨立樣本單因子共變數分析，分別進行假設的考驗。研究結果如下：
一、實驗組學童在「英文寫作能力測驗」之得分未顯著優於控制組。
二、實驗組學童在「英文寫作態度量表」之得分未顯著優於控制組。
三、實驗組學童在創造力「開放性」、「獨創力」及「標題」三項得分顯著優
於控制組；在「流暢力」、「變通力」及「精密性」三項得分未顯著優於控制組。
四、實驗組學童在創造性傾向「冒險性」、「好奇性」、「想像力」及「挑戰性」
之得分未顯著優於控制組。
研究結果發現，十次的「多元智能寫作教學方案」，不影響國小六年級學童「英文寫作能力」、「英文寫作態度」及「創造力傾向」；但有助於部分創造力之提升。
The focuses of this study were, based on the essence of “Multiple Intelligence” and the elementary school English teaching principle, to design a “Multiple Intelligence Writing” teaching course incorporating 8 components of intelligence: linguistic, logical-mathematical, bodily-kinesthetic, musical, spatial, interpersonal, intrapersonal, and natural intelligence, and to investigate the effect on English writing ability, writing attitude, creativity, and creative tendency of sixth graders through 10 experimental teaching sessions. The experiment adopts quasi-experiment method and utilizes judgment sampling to select one experimental group and one control group from an elementary school in Taipei. 32 students in the experimental group received ten 40-minute “Multiple Intelligence Teaching Method in Writing” sessions and 33 students in the control group received “General Teaching Method in Writing” sessions instead. The research tools used in this study include “English Writing Ability Test” developed by the author, revised “Writing Attitude Scale”, “Williams Creative Thinking Activity Testing”, and “Williams Creative Tendency Scale”. Research results were analyzed through independent sample One-way Analysis of Covariance and summarized as follow: I. There were no significant differences between the experimental group and the control group in “English Writing Ability Test”. II. There were no significant differences between the experimental group and the control group in “Writing Attitude Scale” results. III. There were significant differences between the experimental group and the control group in “Openness”, “Originality”, and “Headline” of creativity, but no significant differences in “Fluency”, “Flexibility”, and “Elaboration”. IV. There were no significant differences between the experimental group and the control group in “Risk-Taking”, “Curiosity”, “Imagination”, and “Complexity” of creative tendency. In sum, 10 “Multiple Intelligence Teaching Method in Writing” sessions did not significantly improve sixth graders’ English writing ability, English writing attitude, and creative tendency, but showed significant improvement on some creativity attributes.
The focuses of this study were, based on the essence of “Multiple Intelligence” and the elementary school English teaching principle, to design a “Multiple Intelligence Writing” teaching course incorporating 8 components of intelligence: linguistic, logical-mathematical, bodily-kinesthetic, musical, spatial, interpersonal, intrapersonal, and natural intelligence, and to investigate the effect on English writing ability, writing attitude, creativity, and creative tendency of sixth graders through 10 experimental teaching sessions. The experiment adopts quasi-experiment method and utilizes judgment sampling to select one experimental group and one control group from an elementary school in Taipei. 32 students in the experimental group received ten 40-minute “Multiple Intelligence Teaching Method in Writing” sessions and 33 students in the control group received “General Teaching Method in Writing” sessions instead. The research tools used in this study include “English Writing Ability Test” developed by the author, revised “Writing Attitude Scale”, “Williams Creative Thinking Activity Testing”, and “Williams Creative Tendency Scale”. Research results were analyzed through independent sample One-way Analysis of Covariance and summarized as follow: I. There were no significant differences between the experimental group and the control group in “English Writing Ability Test”. II. There were no significant differences between the experimental group and the control group in “Writing Attitude Scale” results. III. There were significant differences between the experimental group and the control group in “Openness”, “Originality”, and “Headline” of creativity, but no significant differences in “Fluency”, “Flexibility”, and “Elaboration”. IV. There were no significant differences between the experimental group and the control group in “Risk-Taking”, “Curiosity”, “Imagination”, and “Complexity” of creative tendency. In sum, 10 “Multiple Intelligence Teaching Method in Writing” sessions did not significantly improve sixth graders’ English writing ability, English writing attitude, and creative tendency, but showed significant improvement on some creativity attributes.
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多元智能, 英文寫作能力, 英文寫作態度, 創造力, 創造性傾向, Multiple Intelligence, English Writing Ability, English Writing Attitude, Creativity, Creative Tendency