心智圖教學對五年級學童創造力與語文學習態度之影響

The Effect of Mind Mapping Teaching on the Fifth-Grade Students' Creativity and Language Learning Attitude in Elementary School

林慧珊(Hui-Shan Lin)

《教育研究論壇》 4卷1期 (2012/12) Pp. 219-251

摘要

本研究的主要目的在探究心智圖教學對五年級學童創造力及語文學習態度之影響。本研究採用準實驗研究法，實驗對象為台南市某國小64名五年級學童，實驗組與控制組各為32人，實驗組實施心智圖教學，控制組實施傳統教學。實驗採用威廉斯創造性思考測驗及語文學習態度量表，資料處理以單因子共變數分析比較兩組學生之得分差異，並以心智圖學習回饋單了解實驗組學生對心智圖教學之想法和意見。根據研究結果，本研究結論有下列三項：一、接受心智圖教學實驗課程後，實驗組學生的創造力顯著優於傳統教學組學生。二、接受心智圖教學實驗課程後，對實驗組學生與傳統教學組學生之語文學習態度沒有顯著差異。三、實驗組學生對心智圖教學實驗課程給予正面肯定。

關鍵字

心智圖 ； 創造力 ； 語文學習態度

並列摘要

The main purpose of this study is to explore the effect of mind mapping for 5th grade students' creativity and language learning attitude. The quasi-experimental design was conducted to reveal those discrepancies from both experiment and control groups. There were 64 5th graders, divided into 2 groups, chosen from an elementary school in Tainan City. The experimental group has 32 students which received the mind mapping teaching. The controlled group has 32 students which received the general teaching. The ”Williams creative thinking activity testing” and ”language learning attitude scale” have been adopted to evaluate the experiments. The data processing compares score of difference two group of student by the single factor covariant number analysis. In order to realize the thinking of the experimental students by back coupling list.The results were as follows:1. The experiment group had higher score in creativity test than the control group.2. There is no significant difference between experiment group and control group in language learning attitude test.3. The experiment group's students have positive attitude to mind mapping teaching.

並列關鍵字

Mind mapping ； creativity ； language learning attitude