創造思考技法融入高中英文記敘文寫作教學之行動研究

Abstract

本研究透過三種創造思考技法：組織圖法、六頂思考帽和SCAMPER法融入英文記敘文教學，以了解研究參與者在英文寫作能力及創造力的影響情形。 本研究以行動研究模式進行，以十二位高中生為研究參與者，在四個月期間實施十二次課程。研究工具包含研究者省思札記、諍友討論記錄、研究參與者課堂寫作、英文寫作評分量表、創造力評分量表、研究參與者晤談紀錄等。歸納本研究結論如下： 一、 各技法的應用有助於英文記敘文寫作教學： (一) 組織圖法及六頂思考帽法應用於腦力激盪，有助於提升記敘文內容的流暢度，並將大量想法精粹成重點主題。 (二) 六頂思考帽法應用於範文創意討論活動，有利於激發研究參與者思考，使之發現內容的多元可能性。 (三) SCAMPER法融入同儕評閱，則有益於研究參與者檢討寫作內容、培養謹慎的寫作態度。 二、創造思考技法融入英文記敘文寫作教學，可提升英文寫作表現的效能： 對照教學前、後之寫作表現，研究參與者之作文表現在「內容」、「組織」、「字彙」、及「體例」的得分達顯著差異；然在「文法」部分則無顯著差異。 三、創造思考技法融入英文記敘文寫作教學，能提升寫作的創造力： 對照教學前、後之寫作表現，研究參與者之創造力表現在「流暢性」、「變通性」、「獨創性」及「精密性」皆達到顯著差異。

根據上述研究結果，提出對創造思考技法融入英文記敘文寫作教學的具體建議。

關鍵字：創造思考技法、英文記敘文寫作教學、高中生、英文寫作能力、寫作創造力

This study aimed to investigate the effect of integrating creative thinking skills into teaching English narrative writing. Various creative thinking skills such as Graphic Organizer, Six Thinking Hats and SCAMPER are practiced in the teaching process to exam the students’ English writing performance and creativity in writing. This study involved the adoption of action research method. Twelve students from a writing class participate in a 4-month 12-session course. The materials used include the author’s reflection of course implementation, suggestions from critical friends, students’ writing content, English and creativity writing scales, feedback questionnaire, student interview content, and related materials. The following research findings were obtained: I. The integration of three thinking skills all enhance the effect of teaching of writing. 1. The Graphic Organizer and Six Thinking Hats adopted in brainstorming phase enabled the writing to be more fluent. Students also learned to narrow down their ideas. 2. Six Thinking Hats skills were also applied in the activity of example reading revising, which enabled students to think of more content possibility. 3. SCAMPER in peer review helps students exam writing carefully, and enable them to cultivate a well- organized and detail- oriented writing attitude. II. The integration of creative thinking skills and English narrative writing teaching efficiently improve student’s English writing performance. The writing performance in Content, Organization and Vocabulary of four after-teaching writing are better than the previous three pre-test writing. III. The creativity in Fluency, Flexibility, Originality, Elaboration and the total score of the students’ after-teaching writing are better than the previous three pre-test writing. On the basis of the research finding, specific recommendations on applying creative thinking skills in teaching English writing were proposed for educators and future studies.