DISCOVER課程對提升國小資優生問題解決能力與創造力之成效

The Effect of DISCOVER Curriculum on Problem Solving Ability and Creativity of Elementary Gifted Students

蔡碩穎(Shou-Ying Tsai)

指導教授 ： 郭靜姿

國立臺灣師範大學/教育學院/特殊教育學系/碩士(2010年)

摘要

本研究旨在根據DISCOVER課程架構編擬一個適合資優生的主題課程，並經由教學實驗後，探討此三個單元的教學對增進國小資優生問題解決能力及創造力之成效。
本研究設計採用「不等組前-後測實驗設計」，以臺北縣兩所國小五年級一般智能資優班學生為研究對象。針對實驗組進行26次的實驗教學。研究工具包括：自編DISCOVER課程、多元智能量表乙式、新編問題解決測驗、陶倫斯創造思考測驗語文版甲式、教學評量單、個別課程記錄單、作品評量單以及教學回饋問卷。所得資料以相依樣本t考驗、共變數分析及次數百分比加以探討。本研究之研究結果分述如下：

一、實驗組在多元智能量表乙式的表現，以個別學生來看，具有一種優勢智能的有5位；兩種優勢智能的5位；三種優勢智能的2位；四種優勢智能的1位；五種優勢智能的2位；六種以上優勢智能的2位；沒有展現出優勢智能的10位。

二、實驗組在DISCOVER課程中展現的優勢智能，以個別學生來看，自評具有一種優勢智能的有5位；兩種優勢智能的有5位；三種優勢智能的有9位；四種優勢智能的有7位；六種以上優勢智能的有1位。

三、在DISCOVER課程中，實驗組學生在問題類型II、III、IV、V、VI前後測的表現上有顯著的差異。

四、經過DISCOVER課程教學後，實驗組學生在新編問題解決測驗的表現，變通性及全量表之後測成績顯著優於前測；以共變數分析之結果，實驗組學生在解決方法、界定原因、預防問題以及有效性的表現顯著優於對照組。

五、經過DISCOVER課程教學後，實驗組學生在陶倫斯創造思考測驗語文版甲式的表現，流暢、獨創與全量表之後測成績顯著優於前測；以共變數分析之結果，實驗組學生在變通的表現顯著優於對照組。

六、實驗組學生在創造力作品中的新奇、問題解決、精進與統合、總分四個向度與陶倫斯創造思考測驗語文版甲式中的流暢、獨創、變通、全量表四個向度之間的相關皆未達顯著水準。

七、實驗組在DISCOVER課程中選擇各問題類型活動的情形，從學生整體選擇的情形來看，以問題類型I至IV為主，占總選擇次數的92%，而問題類型V和VI則占總選擇次數的8%。

八、藉由教學回饋問卷可知，大部分學生對DISCOVER課程持肯定的態度。學生認為透過該課程可以提高自己在問題解決與創造力的能力。此外他們的收穫還包括資訊利用的能力、運用優勢能力進行學習、團隊合作、表達能力、動手操作的體驗。

關鍵字

DISCOVER ； 問題解決能力 ； 創造力 ； 資優生

並列摘要

The main purposes of this study were to design a three-units topic course in the science domain based on the DISCOVER Model for elementary gifted students, and to investigate the learning effects on problem solving ability.
A nonequivalent pretest-posttest experimental design was employed. The subjects of this study involved fifth grade gifted students from two elementary schools in Taipei County. The experiment group attended twenty-six classes, each class took 40 minutes. The instruments used were: (1)self-designed DISCOVER Curriculum；(2)“Scales of multiple intelligence”；(3)“Reorganization Problem Solving Test”；(4)“Torrance Tests of Creative Thinking”；(5)assessment work sheet；(6)learning records；(7)product assessment；and(8) feedback questionnaire. The data were analyzed by t-test , ANCOVA and frequency ratio analyses. The major results were as follows:

1. In terms of individual student’s performance in experiment group in “Multiple Intelligence Scale Type 2”, there are five students who are equipped with one priority intelligence, five students with two types of priority intelligence, two students with three types of priority intelligence, one student with four types of priority intelligence, two students with five types of priority intelligence, and two students with six types of priority intelligence. However, there are still ten students who don’t show any special intelligence.
2. In terms of individual student’s performance of self-evaluation in experiment group in DISCOVER curriculum, there are five students who are equipped with one priority intelligence, five students with two types of priority intelligence, nine students with three types of priority intelligence, seven students with four types of priority intelligence, and one student with six types of priority intelligence.
3. After DISCOVER learning, there were significant difference between the pretest and posttest on Type II, TypeIII, TypeIV, TypeV, and TypeVI problem solving abilities in the experiment group.
4. In terms of the posttest of “Reorganization Problem Solving Test” , “Flexibility”, and the full scale , the scores of the experiment group on the posttest are significantly better than on the pretest after the DISCOVER curriculum. The result of ANCOVA also indicates that the performances of experiment group on “Finding Solutions”, “Finding Causes”, “Avoiding Problems” and “Effectiveness” are significantly better than the performances of control group.
5. After implementing the DISCOVER curriculum, the scores of the students who took “Torrance Tests of Creative Thinking” in the experiment group in the posttest are better than those in the pretest. According to the result of ANCOVA, students in experiment group perform better on “Flexibility” than those of the students in control group.
6. There were no significant difference between the four dimensions regarding “Novelty”, “Resolution”, “Elaboration and Synthesis”, scores and the four dimensions regarding “Torrance Tests of Creative Thinking” regarding “fluency”, “originality”, “flexibility”, full scale.
7. The different types of problem solving activity chosen by experiment group showed that Type I to Type IV are 92% out of the total times. However, Type V and Type VI are 8% out of the total times.
8. Seeing from the feedback questionnaire, most students hold a positive attitude toward DISCOVER curriculum. Students believe that they can enhance their problem-solving ability and creativity through DISCOVER curriculum. Furthermore, they are more capable of handling information, learning with their gifted ability, team work, expressing themselves, experiencing hands-on activities.

並列關鍵字

DISCOVER ； problem solving ability ； creativity ； gifted student

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