國中學生創造思考融入健康教學方案之成效研究

本研究旨在了解國中學生對「創造思考融入健康教學方案」的學習成效。研究對象為桃園市某所市立國民中學9年級學生，兩個班級共計59人。實驗設計採用「不等組前後測準實驗設計」，區分為實驗組以及對照組。兩組分別採用「創造思考融入健康教學方案」教學與「一般講述」教學，課程實施共十週10堂課。研究工具為「新編創造思考測驗」及「健康教育學習表現評量」。所蒐集之資料以單因子共變數分析檢驗研究假設，另整理學生教學活動學習單與學習滿意度問卷作為分析輔助。研究結果如下：一、「創造思考教學融入健康教學方案」對國中生健康教育學習表現之影響未有顯著差異。二、實驗組在語文測驗中，流暢力的表現具有顯著差異，變通力的表現無明顯差異，獨創力的表現有顯著的差異；實驗組在圖形測驗中，流暢力、變通力、獨創力與精進力皆無明顯差異。三、學生對「創造思考融入健康教學方案」之反應與感受是正向的。最後，針對本研究結果進行討論，並根據研究之發現，提出相關建議，以供未來創造思考教學相關課程或研究之參考。

關鍵字

創造力；創造思考；健康教育

並列摘要

The purpose of this study is to explore the impact of Creative Thinking Teaching in health education programs for junior high school students. The participants were 9th graders in Taoyuan city ,with a total of 59 students in two classes. The study adopted nonequivalent pretest-postest of quasi-experimental designs. Participants are divided into the experimental group and control group. One of them was using Creative Thinking Teaching in health education programs,and the other was using didactic teaching method. The program was implemented with 10 classes in 10 weeks. Throughout the study,Newly Revised Creative Thinking Tests and Health Education Assessment are the main tools. One-way ANCOVA was used to analyze data in study. Worksheet, feedback from students and satisfaction questionnaire were also included in analysis. The result indicate that there is no significant difference between the experimental group and the control group on the performance of Health Education Assessment. In creative thinking words tests, students from experimental group have difference in influency,but not in flexibility. Among the students with a pre-test score of originality higher than 6.37, there are more significant difference.In creative thinking graphic tests,here was no significant difference in fluency, flexibility, originality and elaboration. The reaction and feelings of students to the Creative Thinking Teaching in health education programs are positive. Finally, the study provides some suggestions for teaching guidance and future study.