多元智慧教學設計對國小學童語文創造力之影響研究

創造力教育是當今世界教育的潮流，而根據近年來大腦與教育研究的結果得知，國小階段是創造力萌芽的階段，若能提供適當教育活動的培養，創造力將可被啟發或提升。此外，由於國內外諸多研究皆發現多元智慧理論在教育上有正向增強的效果，特別在擁有解決問題的技巧與具有發現或創造問題的潛能二項，而這正好亦符合教育部目前推動的創造力教育之重點，因此本研究運用多元智慧理論於國民小學語文領域的課程與教學中，藉以探討國語文多元智慧創意教學對國小學童語文創造力表現方面的影響。本研究採準實驗研究設計，以新編創造思考測驗中的語文創造思考測驗為主要研究工具，並以彰化縣某國小四年級兩班學生為研究對象，分為控制組與實驗組；於實驗組實施自編之多元智慧創意教學實驗，分別實施前、後測以了解創意教學方法與性別對學生語文創造力之影響。教材內容則以九年一貫課程領域中之本國語文課程為主。同時運用量化資料輔以質性資料之蒐集，進行統整性的分析與討論。主要研究結果為：一、兩組學生的語文創造力皆有顯著的進步，但實驗組學生進步幅度大於控制組學生；二、在排除前測成績之差異後，實驗組學生接受實驗教學後的語文創造力顯著地優於控制組，顯示多元智慧創意教學確能顯著增進國小四年級學生的語文創造力；三、不同性別學生間之語文創造力無顯著差異。此外，實驗組學生創造力提升之成果亦透過統整性討論與分析方式呈現於後。總之，運用多元智慧設計之創意教學，可讓學生了解自己的強勢智慧，藉此發揮自己獨特的能力與表現，並未其未來的生活與挑戰做好最佳之準備。

關鍵字

語文創造力；多元智慧；國語文教學

並列摘要

Creativity education is the worldwide trend nowadays. Based on numerous findings of the brain-based educational research within last decade, the elementary period is the initial and critical stage for cultivating creativity. Once we offer them an open, respecting, and positive environment where they are totally accepted, as well as providing appropriate educational activities, their capabilities of creativity will be fully inspired for the future learning and life. Further, a great deal of domestic and international studies indicate that the theory of Multiple Intelligences (MI) do have positive effects and impacts on children's learning in the educational settings, especially in skills of problem solving and potentials to discover or create the problem. These claims just match the core policy that our Ministry of Education promotes now, which aims to enthusiastically cultivate students' abilities of discovering and solving problems. Consequently, by applying the MI theory to the learning process of elementary language courses, this study aims to explore how the MI creative instruction affects students' performance on their linguistic creativity. A quasi-experimental design is employed in this study. The instructional methods, the theory of multiple intelligences applied or not, and gender are the independent variables, while students’ linguistic creativity as the dependent variable. Samples are the fourth graders selected purposefully from one elementary school in Changhua County, and are divided into two groups, the controlled group and the experimental one. The Linguistic Creativity Thinking Instrument (LCTI) is administered as the pre- and post-tests. Moreover, the experimental teaching material is designed creatively based on the language arts instruction of the nine-year consecutive curriculum associated with the MI theory. Both quantitative and qualitative data are collected and analyzed in context. The main findings are reported as follows: First, the linguistic creativity of all students is raised after the experiments, while the experimental group scores significantly higher than the controlled group. Secondly, the MI creative instruction shows significantly effects on enhancing fourth graders’ linguistic creativity. Thirdly, there is no statistically significant difference on linguistic creativity between male and female students. Further, a proof of students' performance on linguistic creativity based on the MI creative instruction is provided as well as integrated discussions and analyses. In summary, in courses of applying the MI creative instruction, it will allow students to understand themselves better and elaborate their own unique abilities and intelligences. More importantly, they will be always ready for all future challenges in their life.