地圖記憶創意教學對國中學生地理學習表現與創造力之影響

Abstract

本研究旨在探討「地圖記憶創意教學」是否有助於國中學生增進其學習成效、學習動機等地理學習表現與創造力。研究對象為臺北市某國中九年級4個班的學生，共計80人。實驗設計採用「不等組前後測準實驗設計」，共區分為實驗組：「地圖記憶創意教學」與對照組：「傳統講述教學」，每組40人。研究工具包含了「自編地理填圖測驗」、「段考測驗」、「國中小學童學習動機量表」以及「新編創造思考測驗」等量化工具，以單因子共變數分析檢驗研究假設；並再根據「課程回饋紀錄」、「教師教學省思札記」與「學生學習單和課中錄影」等質性資料做分析。研究結果發現為（一）「地圖記憶創意教學」比「傳統講述教學」更能提升國中學生的地理學習成效；（二）「地圖記憶創意教學」比「傳統講述教學」能提升國中學生部分的地理學習動機；（三）「地圖記憶創意教學」比「傳統講述教學」能提升國中學生的創造力。本研究依研究結果做相關建議，供相關研究者集教師參考。The purpose of this study was to investigate the effect of Creative pedagogy for Map Memorization on learning achievement, learning motivation, and creativity in geography class. The study was conducted with eighty students in s junior high school in Taipei. Half of the students in the experimental group and the other half were in the control group. A quasi-experimental approach was used to assess the treatment effects in the nonequivalent control group design. Four quantitative instruments were map-filling in tests, geography monthly exams, Learning Motivation Scale for Primary and Junior High School Students, and Newly Revised Creative Thinking Tests. Repeated measures ANCOVA were performed to analyze the correlation coefficients between the groups. The qualitative data such as students’ feedback, instructor’s journals, and video recordings were also collected to aid the analysis of the experimental effect. The results indicated that the experimental group was better than the control group in learning performances, motivation, and creativity after the intervention.