想像力技巧融入寫作教學課程設計暨效果評估
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2014
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本研究之目的是設計一套適合高中學生之「想像力技法融入寫作教學」，探究其對高中一年級學生在寫作能力與想像態度的影響。本研究採不等組前後測之準實驗設計，研究對象為新竹縣某高中附設進修學校一年級學生，一班為實驗組，另一班為對照組。研究工具包含「作文評定量表」、「創造性寫作評定量表」、「想像思考測驗」和「未來想像傾向量表」。研究者先在實驗前進行前測作為共變量，接著進行為期七週，共計七節課的想像力技法融入寫作教學課程；對照組則實施一般傳統寫作教學，並於課程結束後實施後測作為依變量，接著將本次研究的量化資料進行單因子多變量共變數分析來考驗研究假設，作為評量實驗成效之依據。根據研究結果，本研究結論如下：一、想像力技法融入寫作教學能有效提升學生之一般寫作能力。二、想像力技法融入寫作教學能部份有效提升學生之創意寫作能力。三、想像力技法融入寫作教學未能有效提升學生之想像思考能力。四、想像力技法融入寫作教學能部分提升學生之想像傾向。最後，根據研究結論，針對課程、教學和研究三方面提出若干建議，以供設計、實施想像力技法融入寫作教學者及後續研究者參考。
The purpose of the study was to design a set of suitable imaginative techniques in writing instruction for the senior high school students and to investigate the effects on writing abilities and imaginative attitudes. The study adopted nonequivalent pretest-posttest as the research design. The participants involved the 10th grade students from the division of continuing education in Hsinchu County. The participants were divided into two groups. One is the experimental group which was instructed by the imaginative techniques in writing instruction. This was lasted for seven weeks. There is one class in a week. The other is the control group which took part in the general traditional instruction. The tools in this study were “Scale of Writing Performance”, “Creative writing scale”, “Imaginative Thinking Tests” and “The Scale of Future Imagination Disposition”. After seven weeks, both of two groups need to join tests. All the data of the tests were analyzed by one-way ANCOVA. According to the results of the study, the conclusions are as followed: 1. Imaginative techniques in writing instruction could promote students’ writing abilities effectively. 2. Imaginative techniques in writing instruction could partly promote students’ creative writing abilities effectively. 3. Imaginative techniques in writing instruction made no significant difference in imaginative thinking. 4. Imaginative techniques in writing instruction could partly promote students’ imaginative tendency. Based on the research conclusions, suggestions are given on courses, teaching and researchers and may serve as further references for teachers and researchers.
The purpose of the study was to design a set of suitable imaginative techniques in writing instruction for the senior high school students and to investigate the effects on writing abilities and imaginative attitudes. The study adopted nonequivalent pretest-posttest as the research design. The participants involved the 10th grade students from the division of continuing education in Hsinchu County. The participants were divided into two groups. One is the experimental group which was instructed by the imaginative techniques in writing instruction. This was lasted for seven weeks. There is one class in a week. The other is the control group which took part in the general traditional instruction. The tools in this study were “Scale of Writing Performance”, “Creative writing scale”, “Imaginative Thinking Tests” and “The Scale of Future Imagination Disposition”. After seven weeks, both of two groups need to join tests. All the data of the tests were analyzed by one-way ANCOVA. According to the results of the study, the conclusions are as followed: 1. Imaginative techniques in writing instruction could promote students’ writing abilities effectively. 2. Imaginative techniques in writing instruction could partly promote students’ creative writing abilities effectively. 3. Imaginative techniques in writing instruction made no significant difference in imaginative thinking. 4. Imaginative techniques in writing instruction could partly promote students’ imaginative tendency. Based on the research conclusions, suggestions are given on courses, teaching and researchers and may serve as further references for teachers and researchers.
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想像力, 寫作教學, 寫作能力, 想像思考, 想像傾向, imagination, writing instruction, writing ability, imaginative thinking, imaginative diposition