隱喻模式融入國中資優生國文科高層次思考教學成效之研究

The Effects of Higher-order Thinking Instruction for the Gifted in Junior High School via Metaphor Model Infused into Chinese Literature

本研究共分兩階段進行，以中部某國中二年級資優班學生為研究對象，將隱喻模式融入國中資優生國文科充實課程，第一階段旨在驗證Ivie(2001)的「隱喻：批判思考教學模式」之成效及探測該模式在創造思考上之成效。第二階段旨在試驗增修後的「隱喻：高層次思考教學模式」之成效。研究方法包括實驗研究和質的研究兩種。在實驗研究方面，分為實驗組(N=15)和控制組(N=15)，實驗教學期間各為10週，共20週。使用研究工具為「批判思考測驗－第一級」、「批判思考意向量表」、「新編語文創造思考測驗」和「威廉斯創造性傾向量表」，所用的分析方法為獨立樣本單因子共變數分析；在質的研究方面，採深度訪談、觀察、文件等方式蒐集資料，發展「高層次思考教學訪談題綱」為深度訪談指引，並以三角交叉法進行質的資料驗證與分析。根據本研究實驗結果統計分析可知，第一階段「隱喻：批判思考教學模式」對國中資優生之批判思考能力（歸納除外）、批判思考意向（智識好奇心、整體與反省思考除外）有顯著成效，對國中資優生之語文創造思考能力及創造性傾向則未見顯著成效；第二階段「隱喻：高層次思考教學模式」對國中資優生之批判思考能力（演繹除外）、批判思考意向（智識好奇心除外）、語文創造思考能力之流暢力、變通力、獨創力及創造性傾向（好奇性除外）皆有顯著成效。另由本研究質的分析可知，國中資優生對隱喻模式教學多抱持正向觀感。且由質的研究結果分析，發現「隱喻：高層次思考教學模式」是有效的、有趣的、上課氣氛佳、互動性良好、具有挑戰性，但有時難於從學業上的分析性思考轉換為隱喻的綜合性思考等特徵。本研究根據實驗研究與質的研究結果，提出對資優教育工作者及未來研究者之建議。

This study included two stages. The purposes of the first stage were (a) to explore the effects of the infusion approach (in Chinese Literature) via the Metaphor Model (Ivie， 2001) on improving the critical-thinking ability and dispositions of the gifted in junior high school ; (b) to probe the effects of this model on improving the creative thinking ability and divergent feeling of the gifted in junior high school. The purposes of the second stage were to try out the new Metaphor Model on improving the higher-order thinking ability and dispositions of the gifted in junior high school. The methods of this study contained experimental design in quantitative research and in-depth interview， field observation and documents techniques in qualitative research. There were two groups in this study: the experimental group (N= 15) and the control group (N=15). The length of taking Metaphor Model was 10 weeks in each stage. The employed instruments included the Critical-thinking Test-I， the Critical-thinking Dispositions Scale， the New Creativity Test and the Test of Divergent Feeling. The employed statistical method was On-way ANCOVAs. 　　The results of the first stage revealed the Metaphor Model (Ivie， 2001) was effective on improving the gifted students' critical-thinking ability and dispositions. The results of the second stage indicated the new Metaphor Model was effective on improving the gifted students' critical-thinking ability and disposition， very effective on improving the gifted students' verbal fluency， verbal flexibility and verbal originality of creative-thinking ability and divergent feeling. 　　The qualitative information displayed that the new Metaphor Model was valid， interesting， nice climate， interactive， challenging， and sometimes difficult in transferring from analytical thinking to synthetic thinking. Based on the findings of the present study， some suggestions for facilitating the education of the gifted students in junior high school and the future study were proposed.