哲學思考教學方案對國小資優生創造力與批判性思考能力之影響

The Effect of Philosophical Thinking Program in the Creativity and Critical thinking processes on the Gifted Elementary School Students

本研究旨在探討實施「哲學思考教學方案」對國小資優生創造力、批判性思考能力之增進效果，以及瞭解資優生對此方案的反應，並根據研究結果提出具體建議，作為國小實施哲學思考教學的參考。本研究採準實驗設計(quasi -experimental research)的不等組前－後測控制組設計，研究對象以九十三學年度就讀高雄市前金國小一般能力資優資源班五年級學生十九名為實驗組，接受實驗教學；新興國小一般能力資優資源班五年級學生十八名為控制組，未接受實驗教學，統計分析方法是使用SPSS10.0中文版統計套裝軟體，以「威廉斯創造力測驗」與「批判性思考測驗-第一級」等工具所蒐集的前測分數為共變項，後測分數為依變項進行單因子共變數分析，以比較不同實驗處理的實驗效果，並進行次數分配及百分等級分析實驗組學生在「哲學思考教學方案回饋單」的填答情形，以瞭解學生對哲學思考教學方案的反應情形。本研究主要發現有：一、實施哲學思考教學方案有助於增進國小資優生之「整體創造力」、「變通力」、「獨創力」及「精密力」。二、實施「哲學思考教學方案」對於國小資優生創造性思考之流暢力表現無顯著影響。三、實施「哲學思考教學方案」對於國小資優生創造性傾向行為表現無顯著影響。四、實施「哲學思考教學方案」有助於增進國小資優生之整體批判性思考能力。五、實驗組大多數的學生對於哲學思考教學方案持肯定態度。

The aim of the study was to discuss the practice of ＂philosophy thinking program ＂for the result of improving students'creativity， critical thinking ability and the response of gifted elementary school students. The object suggestion according the result was for the practice of philosophical thinking program. This study was designed of quasi-experimental research using nonequivalent pretest-posttest control group design. The subjects were 5th graders in elementary school， 19 in the experiment group and 18 in the control group. The statistics method were analyzed with one way analysis of covariance(ANCOVA) for Creativity Assessment Packet and Critical Thinking Test-Level Ι and with frequency distributing and percentile test for ＂feedback checklist of philosophical thinking program＂. Five findings of this study were listed as the following: 1.The practice of ＂Philosophical thinking program＂ was helpful for improving global creativity， flexibility， originality and elaboration of elementary gifted students. 2.The practice of ＂Philosophical thinking program＂ didn't have significant effect to Creative Thinking fluency of the gifted elementary school students. 3.The practice of ＂Philosophical thinking program＂ didn't have significant effect to creative thinking tendency of the gifted elementary school students. 4.The practice of ＂Philosophical thinking program＂ was helpful for improving global critical thinking ability of the gifted elementary school students. 5.Most of the experimental group students had positive attitude for ＂Philosophical thinking programs＂.