「創造思考教學法」對國中生創造力、寫作能力及寫作興趣之影響

Abstract

本研究旨在將創造思考策略融入作文教學，設計一套適合國中生的創造思考作文教學方案，探討該課程對國中生創造力、寫作能力及寫作興趣之影響。本研究採用「不等組前後測準實驗設計」，研究對象為台北市某公立國中七年級兩個班的學生，其中參加「創造思考教學法」者為實驗組，參加「一般作文教學法」者為對照組。 研究工具包括陶倫斯創造思考測驗、寫作評定量表、創造性寫作評定量表、寫作興趣量表作業單、期末課程回饋單，所得資料以單因子共變數變異數分析進行考驗。 研究結果如下： 一、在創造力方面：實驗組學生在「陶倫斯創造思考測驗」的流暢力、變通力及獨創力以及全量表標準分數等四方面的分數皆顯著高於對照組。 二、在一般作文能力方面：實驗組學生在文法修辭、內容思想、組織結構三個向度的分數無顯著差異。 三、在創造性寫作能力方面：實驗組學生在作文敏覺力、作文流暢力、作文變通力、作文獨創力及作文精進力及總分等五個向度的分數與對照組無顯著差異。 四、在寫作興趣方面：實驗組學生在「寫作興趣量表」的分數與對照組無顯著差異。 五、分析期末課程回饋單，「創造思考作文教學法」對超過六成以上的實驗組學生帶來正向感受。 本研究所使用的教學法確實對學生創造力有助益，雖未能有效提升學生寫作能力，但學生對於寫作課程普遍都有正向感受，仍有推廣的價值。最後期能以本研究結果與建議，提供教師作文教學或為後續研究之參考。The main purposes of this study were to integrate the creative methods in composition teaching and to design a “Creative Thinking Teaching Composition Program” which was suitable for junior high school students. This study aimed to investigate the effects of the course in writing teaching on the creativity, writing ability and writing interest of the students in junior high school. A nonequivalent pretest-posttest experimental design was employed. The subjects of this study involved the students of two classes. They were 7th grade students from a public junior high school in Taipei City. “Creative Thinking Teaching Composition Program” was implemented in the experimental group, while the control group was taught in the traditional way. Instruments used were: (1) Torrance Tests of Creative Thinking; (2) Scale of Writing Performance; (3) Scale of Creative Writing Performance; (4) Writing Interest Questionnaire; (5) End of The Curriculum Feedback Questionnaire. The collected data were analyzed by one-way ANCOVA. The major findings of this study were concluded as follows: I. Creativity The students in the experimental group got more significant improvements in Fluency, Flexibility, Originality, and the total score than those in the control group on Torrance Tests of Creative Thinking Test. II. Writing performance The students in the experimental group made no significant improvements in their writing ability, including grammar, contents, organization and the total score. III. Creative Writing Performance The students in the experimental group made no significant improvements in their creative writing ability.

IV. Writing Interest The students in the experimental group made no significant improvements in their writing interest questionnaires. V. End of The Curriculum Feedback Questionnaire Analyzed from the end of the curriculum feedback questionnaires, there were over sixty percent of the experiment group students who accept “Creative Thinking Teaching Composition Program” were positive. The methods which the research used were useful for students’ creativity. Even though it can’t promote the writing ability of students in force, it is generally positive with the writing class in the junior high school. It is our hope that the results of this study may offer the suggestions for further studies in composition teaching and references for teaching creative thinking teaching composition program.