CPS教學對國小學生自然領域學習態度、創造力、後設認知與學習成就之影響

A Study on the Relationship between the Leadership of the Preschool Principals and the Job Involvement of Teachers in Taichung City

蔡玉瑟(Yuh-She Tsay) ； 曾俊鋒(Chun-Feng Tseng) ； 張妤婷(Yu-Ting Chang)

《臺中教育大學學報：教育類》 22卷2期 (2008/12) Pp. 35-59

https://doi.org/10.7037/JNTUE.200812.0035

摘要

本研究旨在探討創造性問題解決教學與一般傳統講解示範教學對國小六年級學童的學習態度、創造力、後設認知及學習成就之影響。研究對象取自臺中縣某國小六年級普通班學生兩班，每班34人共68人，以準實驗研究法，選擇一班爲實驗班進行CPS教學，一班爲控制班採傳統教學，再比較兩種教學法之學習成效。研究工具爲「國小學習態度問卷」、「國小學生創造力量表」、「後設認知量表」、「自然科學習成就測驗」。所得的資料應用t檢定、單因子共變數分析、組內迴歸係數同質性考驗、LSD事後檢定等統計方法，分析實驗班與控制班，經教學實驗後在學習態度、創造力、後設認知及學習成就等四方面之差異，以探討創造性問題解決教學對全體學生所造成之影響，並提出研究的具體建議，供教育及心理輔導與未來相關研究之參考。
本研究發現：實施創造性問題解決教學之後，兩班全體學生在「學習態度」、「創造力」、「後設認知」等方面，實驗班比控制班有顯著的正向提升，但在「成就測驗」及「成就測驗的延宕測驗」部份，實驗班與控制班兩班學生，則未達顯著差異。研究結果發現，創造性問題解決教學對於小六學生自然與生活科技領域的學習態度、創造力、後設認知有顯著的幫助。

關鍵字

創造性問題解決教學 ； 學習態度 ； 創造力 ； 後設認知 ； 學習成就

並列摘要

The purpose of this study is to compare the effect of creative problem solving and traditional teaching program on the learning attitude, creativity, metacognition and learning achievement of six-grade regular students. The subjects are two regular six-grade classes with students in each class from Lung-Shan Elementary in Taichung County. One class is assigned as the experimental group, and the other is assigned as the control group. The research tools of ＜||＞Elementary Learning Attitude Scale＜||＞, ＜||＞Assessment of Creativity for Elementary Students＜||＞, ＜||＞Assessment of Metacognition＜||＞, and ＜||＞Assessment of Learning Achievement on Nature Science＜||＞, are utilized to analyze the difference in learning attitude, creativity, metacognition, and learning achievement of the two groups of students. The results of the study are intended to explore the impact of the creative problem solving teaching program on the students, and to provide theoretical framework and practical suggestion for the educational and counseling program and future research.
The findings of this study indicate that the creative problem solving teaching program has a more positive effect on the students from the experimental group than those from the control group, in terms of their ＜||＞learning attitude＜||＞, ＜||＞creativity＜||＞, and ＜||＞metacognition＜||＞. However, there is no significant effect on ＜||＞achievement test＜||＞ and ＜||＞delay test of achievement＜||＞ for all the students.
The results of this study suggest that the creative problem solving teaching program would enhance the students' learning attitude, creativity, and metacognition in the fields of nature science and technology.

並列關鍵字

Creative Problem Solving Teaching Program ； Learning Attitudes ； Creativity ； Metacognition ； Learning Achievement

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