遊戲教學對國小五年級學童創造力表現之影響 --以金融遊戲教學方案為例
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2012
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Abstract
本研究的主要目的在探討「金融遊戲教學方案」對於國小五年級學童創造力的影響。此外，也探究學童上完金融遊戲教學方案課程對課程的看法。研究方法採準實驗設計中的不等組前後測設計，以臺北市某所國小兩個班級的五年級學童為對象：實驗組與控制組各 29 名學生。實驗組接受為期 9週，每週兩節課（80 分鐘）的「金融遊戲教學方案」課程，控制組則未接受實驗處理。
本研究以「學童樂活問卷」為評量工具，實驗組及控制組皆接受「學童樂活問卷」前後測，所得之資料以獨立樣本單因子共變數分析及相依樣本t檢定進行統計處理，以瞭解本實驗教學之成效。
本研究結果顯示：
一、金融遊戲教學方案」課程後實驗組學童的「創造力」後測成績比前測高，但未達統計上的顯著差異。
二、學童上完「金融遊戲教學方案」課程後對遊戲教學有正面的看法。
最後，研究者針對本研究的結果加以討論，並提出具體建議以做為日後遊戲教學方案應用在國小遊戲教學或未來相關研究之參考。
The study was aimed to investigate the effects of Games Teaching on creativity performance in fifth graders.Besides,to explore students complete view of the financial game teaching program courses on the course. This study was a quasi-experimental design.The participants were 58 fifth-graders at an elementary school in Taipei City;they were divided into two groups:29 tudents in the experimental group and 29 students in the control group. The experimental group received a period of nine weeks, two classes per week (80 minutes), the financial game teaching program curriculum, while the control group did not receive the experimental treatment. In this study,“Kids’LOHAS Survey”for the assessment tool Experimental group and control group were treated the“Kids’LOHAS Survey”pretest and posttest. The data were analyzed independent samples ANCOVA analysis and paired-samples t test were statistically treated in order to understand the effectiveness of this experimental teaching. According to the data analysis, the results of the study were as follows: 1.The experimental group students in the financial game teaching program courses "creativity" test score than the previous measurement, but no statistically significant difference. 2.To complete a financial game teaching program curriculum, students have a positive view of the game teaching. Finally, based upon the results of this study to be discussed and put forward specific suggestions for future games teaching elementary game teaching or reference of future research.
The study was aimed to investigate the effects of Games Teaching on creativity performance in fifth graders.Besides,to explore students complete view of the financial game teaching program courses on the course. This study was a quasi-experimental design.The participants were 58 fifth-graders at an elementary school in Taipei City;they were divided into two groups:29 tudents in the experimental group and 29 students in the control group. The experimental group received a period of nine weeks, two classes per week (80 minutes), the financial game teaching program curriculum, while the control group did not receive the experimental treatment. In this study,“Kids’LOHAS Survey”for the assessment tool Experimental group and control group were treated the“Kids’LOHAS Survey”pretest and posttest. The data were analyzed independent samples ANCOVA analysis and paired-samples t test were statistically treated in order to understand the effectiveness of this experimental teaching. According to the data analysis, the results of the study were as follows: 1.The experimental group students in the financial game teaching program courses "creativity" test score than the previous measurement, but no statistically significant difference. 2.To complete a financial game teaching program curriculum, students have a positive view of the game teaching. Finally, based upon the results of this study to be discussed and put forward specific suggestions for future games teaching elementary game teaching or reference of future research.
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遊戲教學, 創造力, 金融教育, Game teaching, Creativity, Financial education