4F提問反思法對閱讀理解 與創造力影響之研究 －以國小六年級為例

A Study on the Influence of Reading Comprehension and Creativity by Using 4F Questioning Reflective Thinking：Take an Example of Elementary Sixth Grade Students

陳盈霓(YING-NI CHEN)

指導教授 ： 楊慶麟

中原大學/人文與教育學院/教育研究所/碩士(2022年)

https://doi.org/10.6840/cycu202201172

摘要

本研究旨在探討國小學生4F提問反思教學法對閱讀理解及創造力之影響，並根據研究結果提出具體建議，以供教育單位、實施4F提問反思教學之教師及未來研究者之參考。本實驗採準實驗設計法，研究對象為國小六年級學生，一班為實驗組，實施4F提問反思教學；一班為對照組，進行傳統式教學。本實驗為期五週，實驗結束後進行「閱讀理解」評量，並以「創造力量表」分析教學後學生創造力知覺表現；以獨立樣本ｔ檢定、相依樣本ｔ檢定、單因子共變數分析及列聯相關進行資料的分析討論。本研究結果歸納如下：
一、接受4F提問反思教學對學生閱讀理解沒有差異
二、接受4F提問反思教學對於學生創造力沒有差異
三、男生、參加安親、低閱讀時間、中使用3C時間對學生閱讀理解有差異
四、是否安親、使用3C時間長短對學生創造力知覺有差異
五、閱讀理解與創造力達中度正相關

關鍵字

4F提問反思 ； 閱讀理解 ； 創造力

並列摘要

TThe purpose of this study is to explore the effects of the 4F questioning reflective thinking method on reading comprehension and creativity in elementary school students, and to put forward specific suggestions based on the research results for the reference of educational institutions, teachers who implement 4F questioning reflective thinking, and future researchers. This experiment adopts the quasi-experimental design method. The research objects are the sixth grade students of elementary school. One class is the experimental group, which implements 4F questioning reflective thinking method, the other class is the control group, which is traditionally taught. The experiment lasted for five weeks. After the experiment, the "reading comprehension" was assessed, and the "creativity scale" was used to analyze the students' creativity perception performance after teaching; independent samples t test, dependent samples t test, and single-factor covariate analysis were used. and contingency related data analysis and discussion. The results of this study are summarized as follows:
1.There is no difference in students' reading comprehension between accepting
4F questioning reflective thinking.
2.Accepting 4F questioning reflective thinking makes no difference to
student creativity.
3.There are differences in students' reading comprehension among boys,
participating in parenting, low reading time, and middle use of 3C time.
4.Whether it is safe or not, and the duration of 3C use have differences in
students' perception of creativity.
5.Reading comprehension is moderately positively correlated with creativity.

並列關鍵字

4F Questioning Reflective Thinking ； Reading comprehension ； Creativity

參考文獻

黃柏叡（2011）。創造力的教育實踐及其限制。教育學誌，26，79-99。

中文部分

丁凱莉（2019）。持續寧靜閱讀對國小三年級孩童閱讀動機與閱讀理解之研究

（未出版之碩士論文）。淡江大學，新北市。

小島裕一郎（2020）。日本創造力教育與研究之發展（未出版之碩士論文）。