心智圖法寫作教學方案對國小學生創造力及寫作表現之影響

The Effects of Mind Mapping Writing Teaching Program on Creativity and Writing Performance for Elementary Students

錢昭君(Zhao-Jun Qian) ； 張世彗(Shih-Hui Chang)

《特殊教育學報》 32期 (2010/12) Pp. 79-99

https://doi.org/10.6768/JSE.201012.0079

摘要

本研究旨在探討「心智圖法寫作教學方案」對國小學生在創造力及寫作表現之成效。採用準實驗研究法，實驗組有26人，控制組有27人。實驗課程爲期九週，每週兩節，共80分鐘。研究工具爲「新編創造思考測驗」、「作文評分表」、「學生學習意見表」及「學生課程回饋單」。所得資料以學因子共變數分析和次數百分比進行處理，獲得下列主要發現：(1)「心智國法寫作教學方案」能提升國小四年級學生語文創造力，包含語文流暢力、獨創力及變通力。(2)「心智圖法寫作教學方案」能提高國小四年級學生圖形創造力，包含圖形流暢力、獨創力、變通力及精進力。(3)「心智圖法寫作教學方案」能提高實驗組學生的寫作表現，包含基本技巧、文句使用、內容思想及創造思考，但未能提升其組織結構。(4)「心智圖法寫作教學方案」獲得多數實驗組學位的肯定，對此課程持正面態度，並認爲教學過程中對創造力及寫作能力皆有助益。

關鍵字

心智圖法寫作教學方案 ； 創造力 ； 寫作表現

並列摘要

This study aimed to investigate the effects of mind mapping writing teaching program on creativity and writing performance for elementary fourth-grade students. A nonequivalent pretest-posttest experimentation was used to examine how it affected the creativity and writing performance of students during nine weeks. Two classes of the 4th grade students in an elementary school in Taipei. There were 26 students in experimental group, and 27 students in the control group. The experimental curriculum took nine weeks, two classes a week, 80 minutes a week. The instruments inclused: (1) New Creativity Thinking Test; (2) The Composition Assessment Scale; (3) Students' Learning Questionaire; and (4) Students' Feedback Questionaire. The data collected were analyzed by one-way ANCOVA and frequency ratio analysis. The main findings were as followed, mind mapping writing teaching program can: (1) promote the linguistic creativity in fluency, flexibility, and originality of the students in the experimental group; (2) promote the figural creativity in fluency, f1exibility, originality, and elaboration of the students in the experimental group; (3) promote the writing performance of the basic writing skills, sentence and word choice, the contents and thinking, and creativity thinking in the experimental group, but it can't promote the writing performance of paragraph organization; and (4) acquire the approval of most students in the experimental group. Students have positive attitude to this program and believe it can help their writing abilities and creativitiy.

並列關鍵字

mind mapping writing teaching program ； creativity ； writing performance

參考文獻

毛綺芬(2006)。創思寫作教學對國小四年級學童創造力及寫作態度影響之研究(碩士論文)。國立臺南大學教育學系課程與教學碩士班。

王春苹(2007)。心智繪圖在國小六年級學生寫作教學之行動研究(碩士論文)。國立屏東教育大學教育科技研究所。

余光雄(1985)。英語寫作教學漫談。英語教學通訊。4，1-6。

呂美吟(2005)。心智繪圖融入聽障生寫作教學之研究(碩士論文)。國立臺南大學特殊教育學系。

周佩穎(2006)。補習不如多閱讀—培養語文實力須把握小學黃金階段。小魯電子報。187