心智圖法運用在國語文領域對提昇國小五年級閱讀理解能力和創造力成效之研究

The Impact of Applying Mind Mapping As Part of Linguistic Teaching Method on the Enhancement of Reading Comprehension and Creativity of 5th Grade Elementary School Students

鄭永熏(Yung-Hsun Cheng) ； 王嘉慧(Chia-Hui Wang)

《人文與社會學報》 3卷4期 (2015/05) Pp. 89-124

摘要

本研究探討「心智圖法」融入國語文教學，對於國小五年級學生在閱讀理解能力、創造性傾向與創造性思考活動之影響。研究採用準實驗研究法，以中部某國小的兩個五年級班級為研究對象，設實驗組和對照組，分別為27人及29人。實驗組接受「心智圖法」融入國語文教學，對照組則接受一般傳統講述式教學。實驗處理為期十八週，在實驗教學前、後皆實施「威廉斯創造力測驗－創造性傾向量表」、「威廉斯創造力測驗－創造性思考活動」與「國小學童閱讀理解測驗」。所得之測試資料以描述性統計、成對樣本t檢定、共變數分析及皮爾森積差相關分析進行統計分析，以驗證相關研究假設。結論如下：1.心智圖法融入國語文教學對國小五年級學生閱讀理解能力具顯著差異。2.心智圖法融入國語文教學對國小五年級學生創造性傾向不具顯著差異。3.心智圖法融入國語文教學對國小五年級學生創造性思考活動具顯著差異。4.實施心智圖法融入國語文教學後，實驗組學生之閱讀理解能力與創造性思考活動具有相關性。

關鍵字

心智圖 ； 國語文教學 ； 閱讀理解能力 ； 創造力

並列摘要

The purpose of this study is to find out the influence of using Mind Mapping as part of linguistic teaching method on the fifth grade students' reading comprehension ability and creativity. This study adopted the method of quasi-experimental research. Students from two fifth grade classes of an elementary school were selected for this study. They were divided into experimental and control groups, with 27 students in experiment group and 29 students in control group, respectively. The experimental group received the Mind Mapping teaching and learning, whereas the control group received conventional narrative teaching. The study lasted for eighteen weeks. Before and after the experiment, all students took Williams Creativity Assessment Packet Test as well as Chinese Elementary School Student Reading Comprehension test. The study data points were analyzed using descriptive statistics, paired-sample t test, common variables, and Pearson’s relative differential analysis to verify some of the study assumptions. The major findings of this study were summarized as follows: 1. The Mind Mapping method had significant influence on Chinese reading comprehension skill of 5th grade students. 2. The Mind Mapping method showed no significant influence on creative tendency of 5th grade students. 3. The Mind Mapping method had significant influence on creative thinking of 5th grade students. 4. A correlation between Chinese reading comprehension ability and creative thinking ability does exist among experimental group students when Mind Mapping method were introduced and practiced.

並列關鍵字

Mind Mapping ； linguistic teaching method ； reading comprehension ； creativity

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