想像力技法融入寫作教學課程設計暨效果評估

The Design and Evaluation of Imaginative Techniques in Writing Instruction

陳可欣(Ke-Sin Chen) ； 戴汝卉(Ru-Huei Dai) ； 吳清麟(Ching-Lin Wu) ； 陳學志(Hsueh-Chih Chen)

《創造學刊》 5卷2期 (2014/09) Pp. 25-47

摘要

本研究之目的為設計一套適用於高中學生的「想像力技法融入寫作教學」，並探討此教學對高中生的寫作能力與想像傾向之影響。本研究採不等組前後測之準實驗設計，受試者為高中一年級學生，一班為實驗組，另一班為對照組。本研究所採取的測量工具包含作文評定量表、創造性寫作評定量表、想像思考測驗和未來想像傾向量表。研究者先在實驗前進行前測作為共變量，並進行為期七週，共計七節課的想像力技法融入寫作教學課程；對照組則實施一般傳統寫作教學，並於課程結束後實施後測作為依變量，進行單因子多變量共變數分析以考驗研究假設，作為評量實驗成效之依據。根據研究結果，本研究提出四項結論，分別為想像力技法融入寫作教學能有效提升學生之一般寫作能力和創意寫作能力，但對於想像思考及想像傾向則無任何影響。最後，根據研究結論，針對課程、教學和研究提出若干建議，以供設計、實施想像力技法融入寫作教學者及後續研究者參考。

關鍵字

想像力 ； 寫作教學 ； 想像思考 ； 想像傾向

並列摘要

The purpose of the study was to design the imaginative techniques in writing instruction and explore its effect on writing abilities and imaginative attitudes. The study adopted nonequivalent pretest-posttest as the research pattern. The subjects involved the 10th grade students divided into the experiment group which accepted seven weeks, totally seven classes of the imaginative techniques in writing instruction and the control group which took the general writing instruction. The study tools were Writing Ability Scale, Creative writing scale, Imaginative Thinking Tests and Future Imagination Disposition Scale. All the data were analyzed by one-way ANCOVA. According to the results of the study, the conclusions are as followed, maginative techniques in writing instruction promoted students' writing abilities and creative writing abilities effectively but made no significant difference in imaginative thinking and imagination disposition. Based on the research conclusions, suggestions are given on courses, teaching and researchers and may serve as further references for teachers and researchers.

並列關鍵字

imagination ； writing instruction ； writing ability ； imaginative thinking ； imaginative disposition