快樂情緒及心智圖法教學融入生活課程對國小二年級學生想像力影響之研究

A Study of Influence on Second Graders' Imagination by Integrating Happy Mood and Mind Mapping Teaching into Life Curriculum

楊悅詩(YUE-SHI YANG)

指導教授 ： 羅希哲

國立屏東科技大學/人文暨社會科學院/技職教育研究所/碩士(2014年)

https://doi.org/10.6346/NPUST.2014.00072

摘要

本研究旨評估以快樂情緒及心智圖法教學融入生活課程對國小二年級學生想像力影響之成效。透過單組實驗法之實施，針對國小二年級某班23位學生的生活課程，進行每週2節，為期12週的實驗教學，經由四個不同教學方案的單元活動：傳統教學、快樂情緒融入、心智圖法教學融入、快樂情緒及心智圖法教學融入，探討受試學生創作作品想像力之改變歷程，再輔以學生課堂反應情形及作品分析的質性資料做為說明，並對五次想像力測驗做One-Way ANOVA分析比較，探討受試學生想像力改變情形。研究主要結論如下： 一、快樂情緒及心智圖法教學融入生活課程適合國小二年級學生學習。 二、快樂情緒及心智圖法教學融入生活課程實施後，國小二年級學生在創作作品想像力的提升是顯著 三、快樂情緒及心智圖法教學融入生活課程實施後，國小二年級學生在想像力的提升是顯著的。 四、快樂情緒及心智圖法教學融入生活課程的實施後，國小二年級學生接受度高。 五、建構「快樂情緒及心智圖法」想像力教學之模式，提供教師實施想像力教學之參考。 最後，研究者根據研究結果提出若干建議，以作為國小教師教學與未來研究之參考。

關鍵字

快樂情緒 ； 心智圖法 ； 想像力 ； 生活課程

並列摘要

This study aims to assess the effects of second Graders' imagination by integrating Happy Mood and Mind Mapping teaching into Life Curriculum. A single set of experimental method was implemented in Life Curriculum to 23 second graders in a class for twelve weeks and two periods in each week. Through four different teaching programs: the traditional teaching, Happy Mood integration, Mind Mapping integration, Happy Mood and Mind Mapping integration, the researcher discussed the changing progress of students’ imagination in creation. This discussion was supplemented by qualitative data of the condition of students’ classroom responses and works analysis. After five imagination tests, the researcher adopted One-Way ANOVA to analyze and compare the changing conditions of students’ imagination. The main research findings of this study are as follows:
1. Integrating Happy Mood and Mind Mapping teaching into Life Curriculum is suitable for second graders.
2. After integrating Happy Mood and Mind Mapping teaching into Life
Curriculum, the enhancement of students’ imagination in creations is obvious.
3. After integrating Happy Mood and Mind Mapping teaching into Life Curriculum, the enhancement of students’ imagination is remarkable.
4. After integrating Happy Mood and Mind Mapping teaching into Life Curriculum, students’ acceptability is high.
5. To construct the imaginative teaching model of Happy Mood and Mind Mapping for teachers’ reference
In the end, the researcher made certain suggestions based on research results as references for elementary school teachers’ teaching and future research.

並列關鍵字

Happy Mood ； Mind Mapping ； imagination ； Life Curriculum

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