素養導向教學對學生創造力與學習成效影響之研究：以技術型高中語文領域為例

本研究旨在探素養導向教學對創造力與學習成效的影響，並根據研究結果提出具體建議，以供教育行政單位、實施養導向教學對創造力與學習成效教師及未來研究者參考。本實驗採準實驗設計法，研究對象為桃園市某私立技術型高中三年級學生，研究者將所任教的兩班作隨機分配，一班為控制組37人，接受傳統講述教學；另一班為實驗組36人，採用素養導向教學教學進行實驗。本實驗為期三週，實驗教學前，以第二次段考的成績做為前測成績進行共變數分析無明顯差異，兩組教學後，以「創造力量表」檢驗素養導向教學後學生創造力知覺分析學習表現；其次接著施以「語文單元成就測驗」，「學習滿意度量表」做為檢驗學習成效之依據並探討兩者之間相關情形。故本研究採獨立樣本t檢定、相依樣本t檢定、單因子共變數、皮爾遜績差相關作為事後資料分析研究依據，最後獲得以結論：一、接受素養導向教學對於學生在創造力、學習成效的表現情況為素養導向教學法優於傳統教學法，對教學習成效是有助益的。二、接受素養導向教學的學生，在創造力情意知覺中以冒險性與好奇性優於傳統教學法具有差異性。三、接受素養導向教學的學生，在國文學習成效上明顯優於傳統教學法學生，具有明顯差異性。四、接受素養導向教學在學生滿意度方面優於傳統教學組學生，具明顯差異能提升學習成效。五、接受素養導向教學對於學生創造力與學習滿意度之間是具低度正相關性，對提升學習有幫助。關鍵字：核心素養、創造力、學習滿意度、學習成效、素養導向教學

關鍵字

核心素養；創造力；學習滿意度；學習成效；素養導向教學

並列摘要

The purpose of this research was to explore the influence of teaching creativity and learning effectiveness, and provide meaningful suggestions based on the research results, for the reference of educational administrative units, teachers and future researchers who research on literacy-oriented teaching creativity and learning effectiveness. This experiment adopted the experimental design method. The research object was the third-year students of a private technical high school in Tao-yuan city. The researcher randomly assigned two classes for research purpose. One of the class which contained 37 students for the control group, accept the traditional teaching mode, the other class consisted of 36 students for the experimental group. This experiment lasted for three weeks. Before the experimental teaching, there was no significant difference in the experimental analysis of the co-variable of the pre-test score with the score of the first section test. After we adopted our teaching method, these two groups were given the "learning achievement test", which was used to test the learning effect, satisfaction scale and creativity scale. This research consisted of sample t test, univariate covariance test and independent sample t test as the data analysis and research foundation. Finally, we obtained these investigations as below: 1. It was helpful to accept the literacy-oriented teaching for the performance of students in creativity and learning effectiveness. The group which adopted literacy-oriented teaching method was better than the traditional teaching group. 2. Students who accepted the literacy-oriented teaching had the difference in the creativity emotion perception by the adventurism and the curiosity superior to the traditional teaching method. 3. Students who receiving literacy-oriented teaching have obviously better performance on Chinese language learning than those whom receiving traditional teaching methods 4. Students in the experimental group were better than those in the traditional teaching group in terms of student satisfaction. 5. There was a low correlation between the student’s creativity and the learning satisfaction with literacy-oriented teaching method. Keywords: Core literacy, Learning creativity, Learning satisfaction, Learning effectiveness, Literacy-oriented teaching.