陳學志邱發忠Chen Hsueh-ChihChiu Fa-Chung陳怡伶Chen Yi-Ling2019-08-282013-7-82019-08-282013http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22GN0000A02108%22.&%22.id.&http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/88813本研究主要目的在於發展一套適合國小低年級學童之「英語創造性教學方案」，探討此方案對國小低年級不同族群學生的英語學科能力、英語學習動機及創造力之影響。本研究採用「準實驗設計」中的不等組前後測設計，以新北市兩所國小低年級共252名學生為研究對象，A學校為實驗組，進行「英語創造性教學方案」，而B學校135位學生為對照組，接受「英語一般性教學」，兩組皆為期八週，每週兩節，共16節課。 本研究以「國小英語學科成就測驗」、「國小英語學習動機量表」及「陶倫斯創造思考測驗圖形版」為量化工具，所得資料以二因子共變數分析進行統計處理，並分析「課程回饋表」、「教師教學省思札記」、學習單以及學生作品等質化資料，以了解本研究方案介入的效果。主要發現為（一）在英語學科能力方面，有教學方法的主要效果，即接受「英語創造性教學方案」的學生的英語學科能力表現，相較接受「英語一般性教學方案」的學生有顯著提升。不過，並未有族群的主要效果，及教學方法與族群交互作用效果；（二）在英語學習動機方面，結果有部份支持教學方法的主要效果，即接受「英語創造性教學方案」的學生的認知動機表現，相較接受「英語一般性教學方案」的學生有顯著提升，不過，行為與情感動機表現則未有顯著差異。此外，也未有族群的主要效果，及教學方法與族群交互作用效果；（三）在創造力方面，結果有部份支持教學方法的主要效果，即接受「英語創造性教學方案」的學生的獨創力與精密力表現，相較接受「英語一般性教學方案」的學生有顯著提升，不過，流暢力、標題或開放力表現則未有顯著差異。此外，也未有族群的主要效果，及教學方法與族群交互作用效果。最後，根據本研究結果加以討論，提出未來教育和輔導以及研究上的具體建議，以做為後續教育實務及未來研究的參考。The present study aims to develop effective creative English teaching for first- and second-grade students in elementary schools and to investigate the influence of the creative English teaching on academic performance in English, English learning motivation, and creativity among ethnic groups. A nonequivalent pretest-posttest quasi-experimental design was adopted for this study, in which a group of 252 first- and second-grade students from two elementary schools in New Taipei City was recruited. Among them, 117 students from one of the elementary school were assigned to the experimental group, which received creative English teaching；135 students from the other school were assigned to the control group, which received regular English teaching. The classes were held twice a week, and the study was conducted over a period of eight weeks (with a total of 16 classes for each group). This study employed both quantitative and qualitative instruments to investigate the effects of the creative English teaching. Quantitative instruments consisted of an elementary English ability test, Torrance Tests of Creative Thinking, and a learning motivation scale for elementary school students, and the collected data were sent to statistical analysis with the technique of two-way ANCOVA. Qualitative instruments comprised a course feedback form, a teaching reflective journal, worksheets, and student’s works. The results were as follows: 1.There was a significant main effect of the creative English teaching on academic performance in English. That is, the students receiving creative English teaching outperformed those receiving regular English teaching in academic performance in English. However, there was a non-significant main effect of the ethnic groups and the interaction effect between the teaching methods and the ethnic groups on the academic performance in English. 2.There was a significant main effect of the teaching methods on a part of English learning motivation; i.e., the students receiving creative English teaching outperformed those receiving regular English teaching in cognitive motivation but not in behavior and affective motivation. Furthermore, there was a non-significant effect of the ethnic groups and the interaction effects between the teaching methods and the ethnic groups on English learning motivation. 3.There was a significant main effect of the teaching methods on parts of creativity; i.e., the students receiving creative English teaching outperformed those receiving regular English teaching in originality and elaboration but not in fluency, abstractness of titles, and resistance to prematureclosure. In addition, there was a non-significant effect of the ethnic groups and the interaction effects between the teaching methods and the ethnic groups on creativity. Finally, these findings were further discussed, and suggestions for teaching, counseling, and research were made for future reference.新住民子女原住民族學生英語創造性教學國小低年級英語學科能力創造力new immigrant childrenaboriginal studentscreative English teachingfirst- and second-grade students’ academic performance in Englishcreativity