同儕互動回饋策略提高學生創造力與學習動機

Enhancing Student Creativity and Learning Motivation through Peer Interpersonal Feedback Strategy

黃美瑤(Mei-Yao Huang) ； 薛名淳(Ming-Chun Hsueh) ； 張琬渝(Wan-Yu Chang) ； 黃筱卉(Xiao-Hui Huang)

《大專體育學刊》 14卷1期 (2012/03) Pp. 13-23

https://doi.org/10.5297/ser.1401.002

摘要

本研究目的在探討以合作學習教學課程介入國中體育課對學生創造力及學習動機之影響。研究採「準實驗設計」的方式進行，本研究以兩班八年級學生為研究對象，其中一班30位學生為實驗組，另外一班27位學生為控制組。每週實施二節課的教學實驗，為期八週。研究工具以「威廉斯創造力評量組合」與「學習動機量表」進行測驗。所得資料以描述性統計分析、多變量共變數分析等統計方法進行分析。在進行統計分析後獲得以下結果：實驗組學生的開放性及精密性等創造力得分上顯著高於控制組學生，而實驗組學生的專注力、切身關係、自信心等體育課學習動機得分上顯著高於控制組學生。本研究結論驗證此套合作學習教學課程，能提高國中學生創造力與體育課學習動機，也說明學生的創造力培養可透過合作學習小組組員的互動、腦力激盪、解釋、提問、鼓勵等方式進而提高。

關鍵字

合作學習 ； 思考 ； 小組競賽法

並列摘要

The purpose of this study was to investigate how the cooperative learning teaching program impact on the junior high school student’s creativity and learning motivation in physical education. A quasi-experimental design was used to conduct this study. Two intact classes of eighth graders participated in this study. One class of thirty (n = 30) students were assigned as the experimental group, and another class of twenty-seven (n = 27) students were assigned as the control group. The teaching period was two times a week for eight weeks. Williams Creativity Assessment Package and Learning Motivation Assessment were used as instruments to collect all the inquired data. Descriptive statistic and MANOVA were applied to analyze all the data. The experimental group demonstrated significantly higher openness and elaboration of creativity test. Attention, relevance, and confidence of learning motivation assessment scores were higher than control group. The results of this study demonstrated that the creativity and learning motivation were enhanced through the cooperative learning teaching program. Findings also supported the creativity can be taught and enhanced when students interact with their peers to brainstorm, explain, question, and persuade.

並列關鍵字

cooperative learning ； thinking ； team-game-tournament method

參考文獻

王文宜(2005)。教育性體操課程對國小五年級學童動作技能、創造力與兒童社交技巧之影響(碩士論文)。臺北市立體育學院運動科學研究所。

王文宜、闕月清、周建智(2010)。創思教學對不同身體動覺能力學生創造力之影響。運動研究。19(2)，42-52。

何添生(2007)。不同訊息回饋策略在合作學習的情境下對高低不同能力在足球學習成效與互動行為之研究。大專體育學刊。9(3)，11-21。

吳明雄()。,未出版。

周建智()。,未出版。