主題統整教學對國小學童創造力、問題解決能力及學業成就的影響之研究

A Study of the Effects of the Thematic Integrated Instruction on Creativity, Problem Solving Abilities and Academic Achievements for Elementary Students

吳秀娟(Hsiu-Chuan Wu)

指導教授 ： 潘裕豐

國立臺灣師範大學/教育學院/創造力發展碩士在職專班/碩士(2006年)

摘要

本研究旨在根據Palmer（1991）的課程聯結模式，除知識的統整外，並融入創造思考技巧及問題解決策略編擬一套適合國小中年級的課程教學活動，並經由二十四次的實驗教學後，探討此課程對增進國小學童創造力、問題解決能力及學業成就之成效。本研究主要的研究目的有四：
一、探討主題統整教學的實施對國小學童創造力之成效。
二、探討主題統整教學的實施對國小學童問題解決能力之成效。
三、探討主題統整教學的實施對國小學童學業成就之成效。
四、瞭解國小學童對主題統整教學的實施其反應程度如何。
本研究採不等組前後測實驗設計，以台北縣某公立國小四年級共64名學生為研究對象，一班為實驗組共33人，一班為控制組共31人；實驗組學生接受為期十二週，每週四節課（每節40分鐘），共計四十八節的實驗課程教學，控制組則未接受任何實驗處理。本研究之主要工具為「威廉斯創造力測驗」、「問題解決測驗」與「學業成就測驗」，所得資料以單因子共變數分析進行假設考驗。
根據研究結果，本研究之主要發現如下：
一、實驗組在威廉斯創造力測驗之改變情形
（一）實驗組在「威廉斯創造力測驗」總分之得分顯著高於控制組。
（二）實驗組在「威廉斯創造力」分測驗「流暢力」、「開放性」、「變通力」、「精密力」、「標題」得分之差異顯著優於控制組，而分測驗「獨創力」則未能顯著高於控制組。
因此，本主題統整課程能提升國小學童的創造力。

二、實驗組在問題解決測驗之改變情形
（一）實驗組在「問題解決測驗」總分之得分顯著高於控制組。
（二）實驗組在「問題解決能力」分測驗「解釋推論」、「猜測原因」、「逆向原因猜測」、「決定解決方法」得分之差異顯著優於控制組，而分測驗「預防問題」則未能顯著高於控制組。
因此，本主題統整課程能提升國小學童的問題解決能力。
三、實驗組在學業成就之改變情形
（一）實驗組在「學業成就測驗」總分之得分顯著高於控制組。
（二）實驗組在「學業成就」分測驗「國語」、「數學」、「社會」得分之差異顯著優於控制組。
因此，本主題統整課程能提升國小學童的學業成就。
四、在「主題統整教學態度問卷」、「教師教學日誌」、「主題統整教學學生自評表暨回饋單」方面，此課程受到大多數學生的喜愛。
研究者根據本研究結果加以討論，並提出未來在實施主題統整教學以及研究上的具體建議。

關鍵字

主題統整教學 ； 國小學童 ； 創造力 ； 問題解決能力 ； 學業成就

並列摘要

The goal of this study is to research the effects of the thematic integrated instruction on creativity, problem solving abilities and academic achievements for elementary students. Based on Palmer’s curricular connection model, a series of teaching activities for fourth graders were designed to merge the thematic integrated instruction with creativity and problem solving abilities ,and proceeded the experimental teaching for twenty four times. The purposes of this study were as the following: (1) to investigate the effects of the thematic integrated instruction upon students’ creativity abilities. (2) to investigate the effects of the thematic integrated instruction upon students’ problem-solving abilities. (3) to investigate the effects of the thematic integrated instruction upon students’ academic achievements. (4) to investigate the students’ responses toward the thematic integrated instruction.
A nonequivalent pretest-posttest experimental design was employed. There were total 64 students from an elementary school in Taipei county participating in this study. 33 students were assigned to the experimental group and 31 students were assigned to the control group. Students in the experimental group were proceeded with the thematic integrated instruction training course for 12 weeks, 48 periods in total. The control group was proceeded with the general instruction. The tools of the study were Creativity Assessment Packet（CAP）, Test of Problem Solving（TOPS）and Test of Academic Achievements. The data was analyzed by one- way ANCOVA.
According to the statistical analysis, the main findings can be summarized as follows:
1. In the assessment results of Creativity Assessment Packet（CAP）:
（a）In Creativity Assessment Packet, the students in the experimental group got significantly higher scores than the students in the control group.
（b）In Creativity Assessment Packet, the students in the experimental group got significantly higher scores on fluency, opening, flexibility, elaboration and heading than those in the control group. However, there were no notable differences in originality.The results indicated that the thematic integrated instruction might enhance the creativity abilities for elementary students.
2. In the assessment results of Test of Problem Solving（TOPS）:
（a）In Test of Problem Solving, the students in the experimental group got significantly higher scores than the students in the control group.
（b）In Test of Problem Solving, the students in the experimental group got significantly higher scores on explaining inferences, guess factor, reverse guess factor
and determining solutions than those in the control group. However, there were no obvious differences in avoiding problems.The results also indicated that the thematic integrated instruction might promote the problem solving abilities for elementary students.
3. The assessment results of Test of Academic Achievements
（a）In Test of Academic Achievements, the students in the experimental group got markedly higher total scores than another group.
（b）In Test of Academic Achievements, the students in the experimental group got higher scores in the subjects of Chinese, mathematics and social studies than those in the control group. The results indicated that the thematic integrated instructions might greatly enhance the academic achievements for elementary students.
4. In the aspects of the questionnaires of students’ attitudes toward the thematic integrated instruction, teachers’teaching diaries and students’ self-evaluation and feedback sheets, the assessment results showed that students enjoyed the training course.
Finally, the researcher proposed some suggestions for educational authorities, teachers, and future research.

並列關鍵字

thematic integrated instruction ； elementary students ； creativity ； problem solving ability ； achievement