國中學術性向資優生之「PISA創意思考寫作表達」與「國文成績」、「作文成績」之關係研究

Abstract

本研究旨在探討國中學術性向資優學生於「PISA創意思考寫作表達」與「國文成績」、「作文成績」三者之間的相關性與預測效果。隨著創造力風潮興起，OECD自2022年將「創意思考」正式納入PISA評量架構，突顯全球教育對創新思維與語文素養的重視。然而臺灣學生於相關測驗中的表現仍具進步空間，特別是針對學術性向資優學生，其創造力與寫作表現間的關係研究尚少。本研究採量化研究法，以臺北市與基隆市共111位國中學術性向資優學生為對象，施測自編「創意思考寫作表達量表」，並蒐集其第二次段考「國文成績」與「作文成績」資料。量表設計參考PISA創意題型與威廉斯創造力量表四構面（流暢力、變通力、獨創力、精密力），經專家效度檢核與預試修正後施測。研究分析包括描述統計、t檢定、皮爾森積差相關與多元迴歸分析。研究結果顯示：一、不同地區學生在創造力表現具顯著差異，基隆地區學生於部分向度優於臺北市學生；二、語文資優生在國文成績上優於數理資優生，但在創造力與作文成績上無顯著差異；三、創造力與國文、作文成績整體僅呈低度正相關，迴歸預測效果偏低，顯示傳統語文成就與創意思維間關聯有限。研究建議未來可自國文成績或作文表現的反向預測角度切入，探索其作為創造傾向觀察工具之可能性，並擴大樣本與結合質性研究，以豐富對語文與創造力發展關係之理解。This study investigates the correlations and predictive relationships among PISA-style creative thinking in writing, Chinese language achievement, and writing performance in academically gifted junior high school students. Since 2022, the OECD has incorporated “Creative Thinking” into the PISA framework, highlighting the growing importance of innovative thinking and language literacy. However, Taiwanese students show room for improvement, and little research has explored the link between creativity and writing performance among gifted students.Using a quantitative approach, the study surveyed 111 academically gifted students from Taipei and Keelung. Participants completed a researcher-developed Creative Thinking Writing Expression Scale, and their second-term Chinese and writing scores were collected. The scale was based on PISA creative items and Williams’ four dimensions of creativity: fluency, flexibility, originality, and elaboration. It underwent expert validation and pilot revision. Data analysis included descriptive statistics, t-tests, Pearson correlation, and multiple regression.Findings revealed: (1) significant regional differences, with Keelung students outperforming in some creative dimensions; (2) language-gifted students performed better in Chinese, but no significant differences in creativity or writing scores between gifted types; (3) low positive correlations between creativity and academic performance, with limited predictive power, indicating a weak connection between traditional language achievement and creative thinking.The study suggests future research explore reverse prediction from academic performance to creativity and expand samples with qualitative approaches to enrich understanding of their relationship.