心智圖法教學培養國小學童成就目標與創造力之研究：以社會學習領域為例

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Title:	心智圖法教學培養國小學童成就目標與創造力之研究：以社會學習領域為例
Other Titles:	The Effect of the Mind Mapping on Elementary School Students’ Achievement Goal and Greativity in Social Study Area.
Authors:	陳姿菁 Chen, Tzu-ching
Contributors:	王文科 Wang, Wen-ke 東海大學教育研究所
Keywords:	心智圖法;創造力;成就目標;學業成就 mind mapping;creativity;achievement goal;academic achievement
Date:	2012
Issue Date:	2013-01-03T05:59:01Z (UTC)
Abstract:	本研究旨在瞭解心智圖法教學對培養國小四年級學生成就目標與創造力之成效。本研究採準實驗研究法之「不等組前測後測設計」，教學實驗為臺中市某國小四年級兩班學童，分為實驗組與控制組，實驗組進行「國小社會學習領域心智圖法教學方案」教學活動，控制組則為一般社會領域課程教學活動，無實驗處理，教學實驗進行十週，每週三節課，共計三十節課。研究工具採用「陶倫斯創造思考測驗語文版」、「陶倫斯創造思考測驗圖形版」、「四向度成就目標量表」、「心智圖法學習回饋單」、「心智圖檢核表」。研究結果進行描述統計分析、獨立樣本ｔ檢定、單因子共變數分析、相依樣本ｔ檢定分析後，研究結果歸納如下：一、實驗組學童在陶倫斯創造思考測驗語文版流暢、獨創、變通分數顯著優於控制組學童，並達顯著差異。二、實驗組學童在陶倫斯創造思考測驗圖形版流暢、獨創、標題、精密、開放分數顯著優於控制組學童，並達顯著差異。三、實驗組學童在四向度成就目標之趨向精熟目標與逃避表現目標方面達顯著差異，但在逃避精熟目標、趨向表現目標的表現上，教學實驗前、後並未達顯著差異。四、實驗組學童在學業成就的表現上，並未顯著優於控制組。五、實驗組學童對「國小社會學習領域心智圖法教學方案」的進步情形、學習態度與評價方面，在進步情形上總分達顯著差異，表示教學方案促使學童學習心智圖法有正向成效，且多數學童對心智圖法教學方案持正面肯定。 This study aimed to investigate the effects of mind mapping teaching program on students’ achievement goal and creativity for elementary school fourth-grade students. The researcher adopted nonequivalent pretest-posttest as the research pattern. The experimental curriculum took 10 weeks; there were 3 classes a week, and totally 30 classes.The instruments included: (1) Torrance Test of Creative Thinking-Verbal, Forms; (2) Torrance Test of Creative Thinking-Figural; (3) Four Dimensions of Achievement Goal Scale; (4) Mind Mapping Study and Feedback Sheets; and (5) Mind Mapping Checklist. The data were analyzed by descriptive statistics, independent-sample t test, one-way ANCOVA, paired-samples t test. The main findings were as follows:1.In terms of fluency, flexibility and originality of the Torrance Test of Creative Thinking-Verbal, Forms, the students’ performance in the experimental group were significantly better than those in the control group.2.In terms of fluency, originality, title, elaboration, and openness of the Torrance Test of Creative Thinking-Figural, the students’ performance in the experimental group were significantly better than those in the control group.3.The significant differences of the students in the experimental group were shown in four dimensions of achievement goal approach-mastery goal and avoidance- performance goal. But in the avoidance-mastery goal, approach- performance goal, there were no significant differences between the teaching experiment. 4.The academic achievement of performances of the students in the experimental group were not significantly better than those of control group students.5.The scores of the students in the of mind mapping teaching program on the progress of situations had improved, and the total score showed significant differences, which indecated teaching programs promoted the effectiveness of students' learning of mind mapping. The majority of students held a positive affirmation of the students ' learning attitude and evaluation of the mind mapping teaching program.
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