不只是學思達──學思達融入創思技法於國小國語課程之行動研究

Abstract

本研究旨在探討學思達融入心智圖法、腦力激盪法及屬性列舉法等三種創思技法於國小國語課程對學生學習之影響。 本研究採行動研究法，以桃園某國小23名四年級學生為研究對象，學生異質分組後進行約兩個月共七課國語課程教學方案。研究主要以質性方法進行資料蒐集與分析，研究工具包含教學觀察錄影與紀錄、學生學習意見表、學生回饋資料、訪談紀錄、教學省思札記與諍友討論紀錄等；同時輔以量化資料（定期評量成績）進行分析。歸納本研究結果如下： 一、學生對學思達融入創思技法應用於國語課程普遍有正面評價：心智圖法有助學生於理解課文；腦力激盪法可以營造一個不必擔心意見被批評的環境，降低學生發言時的同儕壓力，並增加發言意願；屬性列舉法因可發揮想像力與創造力而提升了學生的學習興趣。 二、學思達融入創思技法於國語課程可提升學生對課程的喜好程度。國語課程加入學思達教學法及創思技法後，有更多活動與互動，因此課程變得較有趣；且異質討論對學習有幫助，會使討論時更加投入。 三、學生於行動方案中獲得成長：學生學習興趣獲得提升，上臺發表的臺風、內容以及意願獲得提升；且能培養學生團隊合作及互相學習能力。不過在學業成就方面，經相依樣本t檢定發現，本行動方案對學生學業成就並無顯著影響。 四、研究者於行動研究歷程中獲得成長：提升課程規劃能力；師生教學相長，彼此產生更多正向交流；改變教學思維，以學生為主體；調節研究者自身的嚴謹性格，使思考更具有彈性。 最後，根據研究結果與討論，提出對具體建議，供有意將學思達融入創思技法於課程中之教學者及未來相關研究參考。This research aimed to explore how the integration of “Share Start” Teaching Method and Creative Thinking Skills in Chinese courses influenced elementary school students’ studies. The research was constructed for two months. Utilizing action research, 23 fourth-grade elementary school students in Taoyuan were grouped heterogeneously as participants. Materials were mainly collected via qualitative methods, including observation videos and records during classes, student’s opinions upon the study, student’s feedback, interview records, teaching notes, and discussion records between colleagues. In addition, this research also analyzed quantitative data such as exam scores. The results of this study were summarized as follows: First, students generally had a positive view of the integration of “Share Start” teaching method and creative thinking skills in Chinese courses. Mind mapping helped students understand the text. Brainstorming methods created an environment where students need not worry about criticism, increasing their willingness to make remarks. Attribute listing technique kindled students’ imagination and creativity, enhancing students' interest in learning. Second, the integration of “Share Start” teaching method and creative thinking skills in Chinese courses elevated students' preference for the course. As there were more activities and interactions in the classroom, the course became more interesting. Heterogeneous discussions were helpful for learning, and students got more involved. Third, students matured during the action research. They became more interested in learning; their performances on stage improved, and they also cultivated teamwork and mutual learning ability. However, after analyzing the data of learning achievements through paired-sample t test, results showed that this action research was not statistically significant. Fourth, the researcher progressed during the action research. Curriculum planning skills were improved; more positive interactions were generated in class. While flipping teaching cogitation and thinking more flexibly, the researcher also gained a lot. According to the research results, the researcher provided specific suggestions for teachers and researchers who are interested in integrating “Share Start” Teaching Method and Creative Thinking Skills in courses.