「六頂思考帽創意思考策略」融入英語多元文化教學對國中生創造性潛能、創造性傾向及情緒複雜度的提升效果之研究
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2018
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本研究旨在探討六頂思考帽創意思考策略融入英語多元文化教育對提升國中生創造性潛能、傾向與情緒複雜度之成效。以臺灣新北市110名國中七年級男性學生為研究參與者，研究設計採準實驗研究法不等組前後測設計。共分成三組，分別為實驗A組進行「六頂思考帽融入英語多元文化教學」，實驗B組進行「一般英語多文化教學」及控制組進行「一般社團課程」。實驗組A、B組各44人，控制組22人。教學實驗時間共10週。研究工具為「新編創造力思考測驗」(吳靜吉、陳甫彥、郭俊賢、林偉文、劉士豪與陳玉樺，1998)、「威廉斯創造性測驗」(林幸台、王木榮，1994)及「中文版正負向情感量表」(鄧閔鴻、張素凰，2006)。研究參與者實驗前後測所得資料進行單因子共變數分析。研究結果發現：1、「六頂思考帽融入英語多元文化教學」能提升國中生的圖形流暢、變通、獨創、精進；語文流暢、變通、獨創等，「一般英語多元文化教學」則可提升國中生圖形流暢、變通、獨創；語文流暢、變通等創造性潛能。2、「六頂思考帽融入英語多元文化教學」能提高國中生創造力傾向之「挑戰」性。3、國中生情緒複雜度在「六頂思考帽融入英語多元文化教學」、「一般英語多元文化教學」與對照組三組之間，整體有顯著差異，但事後比較並未發現三組間之顯著差異。最後，根據研究結果加以討論，對未來研究上提出具體建議，做為後續研究參考。
The purpose of this study was to investigate the effects of “Six Thinking Hats Integrated English Multicultural Teaching” to promote the creative potential, creative tendency and emotional complexity on Junior High School students. Research participants were selected from 110 male students of 7th grade in New Taipei City in Taiwan, and it took a Quasi-experimental approach using pretest-posttest， nonequivalent-group design. The experiment was divided into three groups which were experimental group A, ” Six Thinking Hats Integrated English Multicultural Teaching”; experimental group B, ” English Muticultural Teaching”, and control group which received regular club courses. Experimental group A and B were both composed of 44 students. The control group was composed of 22 students. The teaching experiment was conducted over a period of ten weeks. The research tools of this study were " New Creative Tests " (Wu Jingji, Chen Yanyan, Guo Junxian, Lin Weiwen, Qi Shihao, and Chen Yuhua, 1998), "Creativity Assessment Packet" (Lin Xingtai, Wang Murong, 1994) and "Chinese Version of Positive and Negative Affect Schedule " (Deng Yihong, Zhang Suhuang, 2006). Dependent one-way analysis of covariance (one-way ANCOVA) was used to analyze the obtained data. The results were as follows: 1.” Six Thinking Hats Integrated English Multicultural Teaching” can promote Junior High School students’ creative potential on figure scores of fluency, flexibility, originality, and elaboration, and it can also enhance the verbal scores of fluency, flexibility, and originality. “Regular English Multicultural Teaching” can promote Junior High School students’ creative potential on figure scores of fluency, flexibility, and originality, and it can also enhance the verbal scores of fluency, flexibility. 2. ” Six Thinking Hats Integrated English Multicultural Teaching” can promote the creative tendency of challenge scores on Junior High School students. 3. There was significant difference among ” Six Thinking Hats Integrated English Multicultural Teaching” , “Regular English Multicultural Teaching”, and control group; but there was no significant difference between groups after comparing main effects. Based on the results, these findings were further discussed, and suggestions for teaching, and research were made for future reference.
The purpose of this study was to investigate the effects of “Six Thinking Hats Integrated English Multicultural Teaching” to promote the creative potential, creative tendency and emotional complexity on Junior High School students. Research participants were selected from 110 male students of 7th grade in New Taipei City in Taiwan, and it took a Quasi-experimental approach using pretest-posttest， nonequivalent-group design. The experiment was divided into three groups which were experimental group A, ” Six Thinking Hats Integrated English Multicultural Teaching”; experimental group B, ” English Muticultural Teaching”, and control group which received regular club courses. Experimental group A and B were both composed of 44 students. The control group was composed of 22 students. The teaching experiment was conducted over a period of ten weeks. The research tools of this study were " New Creative Tests " (Wu Jingji, Chen Yanyan, Guo Junxian, Lin Weiwen, Qi Shihao, and Chen Yuhua, 1998), "Creativity Assessment Packet" (Lin Xingtai, Wang Murong, 1994) and "Chinese Version of Positive and Negative Affect Schedule " (Deng Yihong, Zhang Suhuang, 2006). Dependent one-way analysis of covariance (one-way ANCOVA) was used to analyze the obtained data. The results were as follows: 1.” Six Thinking Hats Integrated English Multicultural Teaching” can promote Junior High School students’ creative potential on figure scores of fluency, flexibility, originality, and elaboration, and it can also enhance the verbal scores of fluency, flexibility, and originality. “Regular English Multicultural Teaching” can promote Junior High School students’ creative potential on figure scores of fluency, flexibility, and originality, and it can also enhance the verbal scores of fluency, flexibility. 2. ” Six Thinking Hats Integrated English Multicultural Teaching” can promote the creative tendency of challenge scores on Junior High School students. 3. There was significant difference among ” Six Thinking Hats Integrated English Multicultural Teaching” , “Regular English Multicultural Teaching”, and control group; but there was no significant difference between groups after comparing main effects. Based on the results, these findings were further discussed, and suggestions for teaching, and research were made for future reference.
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六頂思考帽, 多元文化教學, 創造性潛能, 創造性傾向, 情緒複雜度, Six Thinking Hats, Multicultural Teaching, Creative Potential, Creative Tendency, Emotional Complexity