創意思考教學策略對國小學生英語寫作能力之影響

Influence of Instructional Strategies for Creative Thinking on Elementary Students’ Writing Abilities

本研究旨在將創造思考教學策略融入國小學生英語寫作課程設計，發展出「創意英語寫作教學」，並透過實徵研究探討其對於學生寫作基礎能力和寫作創意的影響。本研究採準實驗研究設計，利用判斷抽樣選取臺中市某國小五年級兩個班（每一個班級學生人數皆為22人，共44人）的學童為研究對象，以隨機分派方式分為實驗組與對照組，分別實施創意英語寫作教學（實驗組）和基礎英語寫作教學（對照組）。研究工具為本研究自行發展之「寫作基本知識測驗」和「寫作測驗」，並編修制定了「英語寫作基礎能力評量規準」和「英語寫作創意評量規準」，提供「寫作測驗」分別於進行寫作基礎能力和寫作創意評分之用。單因子共變數分析結果顯示，在英語寫作基礎能力部分，學生的英語寫作基礎能力不會因教學法的不同而有所差異；在英語寫作的創意部分，接受創意英語寫作教學的學生在教學後，其英語寫作創意優於接受基礎英語寫作教學的學生。進一步檢視可知，「創意英語寫作教學」提升了學生英語寫作的流暢性、獨創性、好奇心、想像力，但在精密性向度方面則無差異。

The aim of this study was to integrate instructional strategies for creative thinking into English writing lessons for elementary students and to design a creative English writing instruction teaching program. Furthermore, through empirical research, this study explored the influence of this teaching program on students’ writing performance in terms of basic ability and creativity. An experimental design was utilized, and judgmental sampling was used to select two classes from the fifth grade (22 students in each class, total = 44) in an elementary school in Taichung City as participants. The two classes were randomly assigned as the experimental or control group, with creative English writing instruction (experimental) and basic English writing lessons (control) taught to them, respectively. The research instruments were self-edited as the basic writing knowledge test and writing test, and the researcher compiled two assessment rubrics referred to as the English writing basic ability assessment rubric and English writing creativity assessment rubric for writing tests, respectively, in evaluating basic writing abilities and writing creativity. The results of a one-way analysis of covariance indicated that students’ basic English writing abilities did not vary because of the differences in teaching methods. Regarding English writing creativity, students who received creative English writing instruction had superior performance in English writing creativity compared with the students who undertook basic English writing lessons. Specifically, the creative English writing instruction teaching program enhanced students’ English writing in terms of fluency, originality, curiosity, and imagination, but made no difference in elaboration.