創造與批判思考融入教學對國中生之教學效果

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2012

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本研究旨在了解「創造與批判思考融入教學」對國中生之教學效果。研究對象為臺北市某國中9年級8個班級的學生,共計265人,其中男147人,女118人。實驗設計採用「不等組前後測準實驗設計」,共區分成三組,分別為實驗組1:「創造與批判思考融入教學」、實驗組2:「創造思考融入教學」及控制組:「一般教學」,前兩組各3個班級,控制組2個班級。研究工具為「新編創造思考測驗」及「批判思考測驗-第一級」。所得資料以單因子共變數分析(oneway-ANCOVA)檢驗研究假設。研究結果如下: 1.「創造與批判思考融入教學」比「創造思考教學」、「一般教學」更能提升國中生的批判思考能力及創造思考能力。 2.「創造與批判思考融入教學」與「創造思考融入教學」兩種不同教學方法,對國中生創造思考能力提升的效果有差異。此兩種不同教學方法對國中生語文流暢力、語文變通力之提升效果沒有差異,但對語文獨創力之提升效果,前者大致優於後者;兩種不同教學方法對國中生圖形流暢力、圖形變通力、圖形精進力之提升效果沒有差異,但對圖形獨創力之提升效果,前者大致優於後者。
The purpose of this study is to analyze the effect on junior high school students from integrating creative thinking and critical thinking into teaching. Samples are selected from eight classes of 9th grade students in the same school in Taipei. The total valid samples are at the number 265 students, including 147 males and 118 females. Based on the design of “quasi-experimental model comparing pre-testing group and post-testing control group,” the experiment is divided into three groups which are experimental group 1: “Application of Creative Thinking and Critical Thinking to Teaching,” experimental group 2: “Application of Creative Thinking to Teaching,” and control group: “Regular Teaching.” In this experiment, experimental group 1 and group 2 are both composed of three classes. The control group is composed of two classes as well. Throughout the study, “Newly Revised Creative Thinking Tests” and “Critical Thinking Test- Level 1” will be the main tools. Dependent one-way analysis of covariance (one-way ANCOVA) is used to analyze the obtained data. The results are as follows: 1.“Application of Creative Thinking and Critical Thinking to Teaching” is better than “Application of Creative Thinking to Teaching” and “Regular Teaching” in enhancing students' critical thinking abilities along with creative thinking abilities. 2.These two different teaching methods which are “Application of Creative Thinking and Critical Thinking to Teaching” and “Application of Creative Thinking to Teaching” have shown differences in enhancing junior high school students' creative thinking abilities. There are no differences to the effect in fluency and flexibility of creative thinking with word tests to junior high school students, but the former is generally superior to the latter in enhancing the effect in originality of creative thinking with word tests. Picture tests also shown no different effects in fluency, flexibility, and elaboration of creative thinking with junior high school students, but the former is generally superior to the latter to the effect in originality of creative thinking with picture tests.

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創造與批判思考融入教學, 批判思考, 創造思考, integrating critical thinking and creative thinking into teaching, critical thinking, creative thinking

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