創造思考寫作教學之行動研究

Abstract

本研究旨在探討創造思考教學法應用於寫作教學之研究，並探究創造思考寫作教學法對學童寫作表現產生之影響，以及教師在行動歷程中的專業成長情形。 本研究採行動研究法，以臺北市某國小六年級一個班級的學童為研究對象，進行為期一學期的創造思考寫作教學課程。創造思考寫作教學課程共計五個單元，每個單元120分鐘，經由行動研究歷程，並依據研究結果與討論，歸納出以下結論：

一、創造思考寫作教學法可以提升學童的寫作興趣。 二、創思策略有助於學童寫作內容的構思。 三、學童在接受創造思考寫作教學法後，寫作字數均呈現增加現 象。 四、研究者透過創思寫作教學行動研究歷程，提升自我的專業成 長，包括：班級寫作教學能力的成長、規劃創思寫作教學策 略的成長、釐清並解決班級寫作問題能力的成長，並增進了 教師自我省思的能力。

最後根據研究結果與討論，提出具體建議，以供有意實施創造思考寫作教學者，及未來相關研究之參考。The purpose of this study is to explore how to employ the creative thinking instruction to writing, and how effective the creative thinking writing instruction is to elementary school students. In the meantime, the study also tries to understand what teachers learn in the course of applying the method of instruction.

Employing the action research, the five-month study targeted at a class of 5th grade students at one of elementary schools in Taipei City. The creative thinking writing courses are divided into five key elements-- with each element designed to take 120 minutes to complete. Through the process of action research, findings and subsequent discussions, major conclusions of the study are as follows:

1) Creative thinking writing instruction increases students’ interest in writing. 2) The creative thinking strategies developed in the study help students design the framework and content of writing. 3) After receiving instruction, the number of words in writing among students significantly increases. 4) Through the process of teaching, the researcher further elevates his own professional skills and personal growth, which include areas of teaching capability, developing strategies of teaching writing, helping identify the writing problems encountered by students and assist teachers to think over how to hone their teaching skills .

Based on the finding and conclusions in the study, some suggestions are made to help teachers who intend to practice the creative thinking writing instruction to consider or further research.