KJ法教學策略對國小資優生問題解決與創造思考能力之成效研究

本研究以川喜田二郎(Kawakatia Jiro)（黃惇勝，1993）所創KJ法的原理原則，改編單元觀念式創意問題解決策略課程，對於國小一般智能資優班學生進行教學。研究採「不等組前－後測準實驗設計」，以臺北縣兩所國小四年級資優班學生為研究對象，針對實驗組進行十週二十堂課的實驗教學。研究工具包括：陶倫斯創造思考測驗語文版甲式、新編問題解決測驗、教學者教學日誌、觀察記錄、學生課程回饋單。評量所得之結果以t考驗、共變數分析及次數百分比加以探討。根據結果，主要發現如下：在創造思考能力方面實驗組在全量表、流暢性、變通性與獨創性之後測成績顯著優於前測；而以共變數分析結果，在獨創性成績上則無顯著差異。另外在問題解決能力方面實驗組在後測成績上無顯著差異。有關於學生對課程的體驗，從教學日誌反應出學生們能夠適當的運用創造思考與問題解決的態度與技法於學習活動中；而觀察者觀察記錄也顯示學生對於課程活動個別喜好差異大；整體而言學生們認為能夠學習到問題解決的相關策略。

關鍵字

KJ法；創造力；問題解決能力

並列摘要

This study aimed to investigate the effects of the KJ method on primary school gifted students' problem solving and creativity. A nonequivalent pretest-posttest experimental design was applied to examine how the ten-week courses affect students’ ability. The program of this study involved fourth grade gifted students from two elementary schools in Taipei county. Instruments used were: Torrance Tests of Creative Thinking, reorganization problem solving tests, teaching journals, records of observation and students' feedback questionnaire. The data were analyzed by t-test, ANCOVA and frequency ratio analyses. The important results were as follows: In terms of creativity full scale, fluency, flexibility and originality, the experiment group makes a remarkable progress after the program. The result of ANCOVA indicates that the scores of originality are no notable difference between two groups. In problem solving ability, there is no notable difference between two groups. At teaching journals, students can use suitable attitude and technique of problem solving and creativity in the learning activity in students' experience about curriculum. In records of observation, Students have difference attitude toward curriculums individually. In Students' feedback questionnaire, Students thought that can learn tactics of problem solving.

並列關鍵字

KJ method ； creativity ； problem solving ability

國際替代計量

KJ法教學策略對國小資優生問題解決與創造思考能力之成效研究

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