國中地理科心智繪圖教學方案對學生創造力、學業成就表現之成效研究

• Main Author: 黃雅卿
• Other Authors: 潘裕豐
• Format: Others
• Language: zh-TW
• Published: 2007
• Online Access: http://ndltd.ncl.edu.tw/handle/34514725369917147329

碩士 === 國立臺灣師範大學 === 創造力發展碩士在職專班 === 95 === Abstract The main purpose of this study were to design a set of mind mapping teaching course in geography for 8th grade students based on Tony Buzan’s “Mind mapping” and to investigate the impacts of student’s creativity and the grades in geography. An nonequivalent pretest-posttest experimental design was employed . Two classes subjects are convenience sampling from the 8th grade classes in Taipei County . These two classes are assigned to the experimental group and the controlled group . The experimental group attends the mind mapping teaching course in geography two times per week and 45 minutes per course , totaling 10 weeks . The controled group is taught under traditional geography course without any experimental methods . The main instruments of this study are the mind mapping teaching course in geography for 8th grade students , the experimental groups’ thoughts of the mind mapping teaching course in geography , the scale of mind mapping skills , and the “ Willians Creativity Test ” revised by Lin Sing Tai & Wang Mu Rong . (1994). The outcome data are examined by one-way ANCOVA. The major findings of this study were concluded as follows: 1.The results of the “ Willians Creative Thinking Test ” (a)The experimental group’s score of elaboration are significantly higher than those of the controlled group in the “ Willians Creative Thinking Test ” . Namely , the experimental group’s creativity is better than that of the controlled group in the elaboration . (b)There were no significant differences between the experimental group and the controlled group in flexibility , orginality and total scores in the “ Willians Creative Thinking Test ” . (c) The experimental group’s posttest scores of opening and title are significantly higher than the pretest in the “ Willians Creative Thinking Test ”. Namely , the experimental group’s creativity is better than that of the pretest in the opening and title . (d) The experimental group has no significant differences between the pretest and the posttest in fluency in the “ Willians Creative Thinking Test ” . 2.The results of the “ Willians Assessment of Creative Tendency” (a) There were no significant differences between the experimental group and the controlled group in risk taking in the “Willians Assessment of Creative Tendency”. (b) There were no significant differences between the experimental group and the controlled group in curiosity in the “Willians Assessment of Creative Tendency”. (c) There were no significant differences between the experimental group and the controlled group in imagination in the “Willians Assessment of Creative Tendency”. (d) There were no significant differences between the experimental group and the controlled group in complexity in the “Willians Assessment of Creative Tendency”. 3.he results of the study in geography After the experiment teaching , the experimental group has no significant differences between pretest and the posttest in geography score . 4.The results of the “mind mapping skills” The experimental group’s rules , whole structure , lines , color characteristic and total score are better than that of the pretest in the mind mapping skills . Namely , the experimental group’s students are Familiar with the mind mapping skills after the mind mapping teaching course in geography. 5.The experimental group students enjoyed the mind mapping teaching course in geography. Finally , according to this results of study , it offers the suggestions of studying further in the future , and the references of teaching mind mapping. Key word : Mind Mapping , Creativity , Geography