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創造思考寫作教學對國中生創造力、寫作能力之影響

The Effect of "Creative Thinking Writing Teaching" on Creativity and Writing of Junior High School

Abstracts


本研究旨在將創造思考寫作教學融入作文課程,發展「創造思考寫作教學」,探討此教學對國中生的創造力、寫作能力之影響。本研究採用不等組前後測準實驗設計,研究對象為臺北市某公立國中之七年級學生,隨機抽選兩個班級作為「實驗組」與「對照組」。「實驗組」實施為期十一週的創造思考寫作教學,每週兩節課,每節45分鐘,課程中融入創造思考技法及創意寫作演練,引導學生將創造思考技巧靈活運用在作文寫作上,課程結束後課程回饋單與活動學習單;對照組則是採用一般作文教學。兩組學生於教學前後進行以下量表之前測、後測「陶倫斯創造思考測驗」與「作文評定量表」。本研究主要發現:(1)實驗組學生在創造力中的流暢力、變通力、獨創力以及總分等四方面分數皆顯著高於對照組。(2)在寫作能力上,兩組無顯著差異。(3)實驗組學生對創造思考寫作教學多持正向的回應與學習表現。透過創造思考寫作教學,實驗組學生不僅能兼顧作文寫作上學習,亦能有效提升其創造思考與創意潛能。最後依據研究結果提出具體建議,以提供教學實務應用與未來研究之參考。

Parallel abstracts


The main purposes of this study were to integrate the creative writing methods in composition teaching and to design a "Creative Thinking Writing Teaching Program" which was suitable for junior high school students. This study aimed to investigate the effects of the course in writing teaching on the creativity and writing ability of the students in junior high school. A nonequivalent pretest-posttest experimental design was employed. The subjects of this study involved the students of two classes. They were 7th grade students from a public junior high school in Taipei City. The experimental group was implemented 9 weeks of "Creative Thinking Writing Teaching", two class per week, 45 minutes per session, while the control group was taught in the traditional way. The measurement tools used in this study included "Torrance Tests of Creative Thinking Test.", "Scale of Writing Performance" and " End of The Curriculum Feedback Questionnaire". The collected data were analyzed by one-way ANCOVA. The analysis revealed that (1) The students in the experimental group got more significant improvements in Fluency, Flexibility, Originality, and the total score than those in the control group on Torrance Tests of Creative Thinking Test. (2) The students in the experimental group made no significant improvements in their writing ability, including grammar, contents, organization and the total score. (3) The methods that the research used were useful for students' creativity. It is generally positive with the writing class in the junior high school. It is our hope that the results of this study may offer the suggestions for further studies in writing course and references for teaching creative thinking writing teaching.

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