心智繪圖法在表演藝術欣賞課程上的教學應用與探討

科技的進步與資訊的超載改變了學習的模式與效應，學習的過程從傳統的被動理解，轉變為主動的訊息運用、整合、分析與思考的過程。本文的目在介紹心智繪圖法的放射性思考模式、思考概念圖像化與結構化的過程與技巧，並探討此工具實施於表演藝術賞析課程上的執行的過程與所產生的結果。本文運用心智繪圖法的創意思考方式，並搭配異質性高的學生分組結構，進行協同合作的概念思考激盪與成果批判的經驗反思，並觀察學生的學習成效。經過課程上二次不同的心智繪圖活動，本文發現此方法確實可以加強學生思考的深度，也讓學生更珍惜所獲得的經驗。此外，心智繪圖法為一放射性的思考方式，宜與聚歛式的批判思考法搭配使用，讓學生學習不同的思考面向。

關鍵字

創造力；創意思考；批判思考；認知

並列摘要

Technological advancement and information overflow has changed the study pattern and effect. The study process has already transformed from the traditional passive understanding to taking initiative in information utilization, compilation, analyzing and thinking. The goal of this article will introduce the radioactive thinking pattern of mind mapping, the process and technique of the thinking concept's pictorialization and structuralization. Then explore the implementation and result of this tool in the performance arts appreciation curriculum. This article utilizes the creative thinking pattern of mind mapping with different categorization of student background of the same group to carry out the collaboration of conceptual thinking and experience of critique result introspection. Then discover and compare the study effect. After undergoing two different mind-mapping activities, this article discovered that adopting this methodology could strengthen the elevation of student's thinking, and also treasures the experience which obtains. In addition, radioactive thinking pattern of mind mapping is well suited with converging critical thinking to allow students to study different ways of thinking.