Please use this identifier to cite or link to this item: http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/91948
Title: 六頂思考帽訓練課程對提高國小資優生問題解決能力成效之研究
The Effect of “Six thinking Hats ” Training Course On Improving Problem Solving Ability of Elementary Gifted Students
Authors: 郭靜姿
王雅奇
Keywords: 資優生
六頂思考帽
問題解決能力
Issue Date: 2003
Abstract: 本研究旨在根據de Bono的六頂思考帽訓練課程編擬一套適合五年級資優生的思考訓練課程 ,並經由十次的實驗教學後,探討此課程對增進國小資優生問題解決能力之成效。 本研究採不等組前後測實驗設計,以立意取樣方式選取台北市碧湖國小及胡適國小五年級 資優生為樣本,其中碧湖國小十四名為實驗組,胡適國小十四名資優生為對照組,共三十 四名。實驗組學生參加十次的教學課程(每次一單元,時間為二節,每節四十分鐘),對 照組則接受原資優班之教學,無實驗處理。本研究之主要研究工具為「問題解決測驗」與 「問題解決實作題」,所得資料以單因子共變數分析進行假設考驗。 本研究主要發現如下: 一、在問題解決測驗方面: 1.實驗組與對照組在總分之差異達到顯著水準(F=8.51 , p<.05)。 2.實驗組在「解釋推論」(F=24.44,P<.05)、「猜測原因」(F=22.34,P<.05)、「逆 向原因猜測」(F=8.75,P<.05)、「決定解決方法」(F=7.87,P<.05)等分測驗前後測 得分差異之進步量達到顯著水準,而在「預防問題」(F=1.46,P>.05)分測驗差異則未達 顯著水準。 因此,本訓練課程對國小資優生問題解決能力之訓練成效頗佳。 二、在問題解決實作題目方面: 1. 實驗組與對照組在總分之差異達到顯著水準(F=19.12, p<.05)。 2. 實驗組與對照組在「界定問題」(F=1.17,P>.05)與「蒐集資料」,(F=0.68,P>.05 )兩分測驗中,並未達顯著差異,而在「應用策略以解決問題」(F=4.32,P<.05)以及「 評估問題解決方案的有效性」(F=5.09,P<.05)兩分測驗實驗組與對照組則達到顯著差異 。 三、在教學回饋問卷方面,此課程受到多數學生的肯定與喜愛。
The main purposes of this study were to design a thinking training course for 5th grade gifted students bases on de Bono`s “Six Thinking Hats”, and to investigate the impacts of ten-times training course on problem solving ability of gifted students in the elementary school. An nonequivalent pretest-posttest experimental design was employed. The subjects of this study involved thirty-four students selected from Taipei Municipal Bi-Hu and Hu-Shi elementary schools.The experiment group consisting of 14 studnents from Bi-Hu elementary school attended a ten-units thinking training course.The instruments are the Test of Problem Solving(TOPS) and performance assessment of problem solving.Tthe data were analyzed by one-way ANCOVA. The major finding of this study were concluded as follows: 1.The assessment results of the Test of Problem Solving(TOPS): (1)The were significant differences between the experiment group and the matched group on total scores(F=8.51 , p<.05). (2) The were significant differences between the experiment group and the matched group in the following subtests: explaining inferences(F=24.44 , P<.05 ), determining causes(F=22.34,P<.05), negative why questions(F=8.75,P<.05 ) and determining solutions(F=7.87,P<.05). But no significant difference in the “avoiding problems” subtest(F=1.46,P>.05). Therefore, there was significant training effect on improving the problem solving ability of the experiment group. 2.The assessment results ofthe performance assessment: (1)The were significant differents between the experiment group and the matched group on total scores(F=19.12, p<.05). (2) The were significant differents between the experiment group and the matched group in the following subtests:”applying techniques to solve problems “(F=4.32,P<.05)and “evaluating effectiveness of solutions to problems” (F=5.09,P<.05).But no significant differences in the “ identifying problem” (F=1.17,P>.05) and “collecting information” (F=0. 68,P>.05)subtest. 3.The subjects reported that they enjoy the training course .
URI: http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&amp;s=%22http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22N2003000369%22.&%22.id.&amp;
http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/91948
Other Identifiers: N2003000369
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