以「六頂思考帽」為工具融入繪本教學之探究

Abstract

本研究旨在探究以「六頂思考帽」為工具融入繪本教學之成效。研究者以某公立國小附設幼兒園某班五足歲共27位幼兒為研究對象，包含男14名、女13名。本論文以質性研究方式，探究幼兒以「六頂思考帽」為工具融入繪本教學，以及全班合作創作一本新繪本之教學歷程，並使用質性研究分析法歸納出以下肆大項結論。 首先，以六頂思考帽為工具融入繪本教學有具體成效。多數的幼兒能了解六頂思考帽的思考法；多數的幼兒能獨自以畫圖的方式完成六頂思考帽親子共讀學習單；多數的幼兒對六頂思考帽親子共讀學習單有正面的評價；六頂思考帽提供幼兒問題解決的方法；多數家長對六頂思考帽為工具融入繪本教學持正面的評價；多數家長對全班共同創作的繪本持正面的評價。 其次，幼兒繪本創作的過程曾遇到以下問題。幼兒在繪本創作前，遇到的問題為不知怎麼編故事；幼兒於繪本創作活動過程中，遇到的問題為有些幼兒對故事接龍仍有困難，不知如何與他人銜接故事。以六頂思考帽融入親子共讀學習單遇到的問題為，有些幼兒不知道六頂思考帽的思考法。 接著，本研究發現六頂思考帽能提升幼兒問題解決能力。例如，白帽思考法說出幼兒看到什麼；紅帽思考法說出幼兒的感覺；黃帽思考法說出哪裡有很棒的地方；黑帽思考法說出哪裡有不好的地方；綠帽思考法說出問題解決的辦法。 最後，幼兒以綠色思考帽共創繪本，共享成果的喜悅。此外，研究者根據本研究結果，亦對未來研究提出建議。The purpose of this study was to explore the effectiveness of integrating the “six thinking hats” as a tool into the picture book teaching.

The participants of this study were 27 preschool children, including 14 boys and 13 girls. The average age of these children was 5 years old. They were students in kindergarten affiliated in a public school. They were taught picture books with the tool “six thinking hats”. After reading these picture books, they worked together to create a new picture book. The process of teaching and cooperation were analyzed through qualitative research methods. There are four major conclusions.

First of all, the findings indicated that the integration of “six thinking hats” as a tool into picture book teaching was effective. Most of the children understood the 6 thinking methods and completed the worksheets on their own. The six thinking hats provided solutions for children’s problems during the learning process. Both of the parents and children had positive feedback on the parent-child reading worksheets, the cooperative creation of picture books, and the process of teaching using “six thinking hats”.

Secondly, children encountered some challenges when they were creating the picture books. They did not know how to compose the story at the very beginning. Some children had difficulties in storytelling. They did not know how to add on sentences to continue the story. Also, several children had difficulties of understanding the method of “six thinking hats”.

Furthermore, this study found that “six thinking hats” could improve children’s skills of problem solving. For example, the white hat thinking method helped what the child sees. The red hat taught children how to tell their feelings. The yellow hat helped them to present what the good things were. While the black hat taught them to express the disadvantages of something. And, the green hat indicated the solutions to the problems.

Lastly, the young children used the green thinking hats to create a picture book and shared the joy of the results. Based on the result of this study, the researcher also provided suggestions for future research.