Abstract
This study aims to integrate the cooperative learning and mind mapping approaches into Junior high school Chinese curriculum, and evaluate its impact on the student’s Chinese achievement and creativity. A quasi-experimental design that involved a total number of 86 nine-grade students in Kaohsiung City has been employed. The students were taught in three different classes: Experimental Group One (Exp1;N=28) employed cooperative learning approach; Experimental Group Two (Exp2;N=29) integrated cooperative learning and mind mapping; whereas the Control Group (Ctrl;N=29) utilized traditional narrative teaching approach. The experimental teaching lasted for eight weeks, in which six Chinese lessons were taught by three different approaches respectively.Evidence yielded that the integration of cooperative learning and mind mapping approaches into junior high school Chinese curriculum (Exp2) was very successful. The results indicated that this sort of creative teaching improved the student’s Chinese academic performance and creativity (fluency, flexibility, originality, and elaboration) significantly. The second best improvement was witnessed by the Exp1 that merely embedded cooperative learning, the student’s Chinese academic achievement and creativity (fluency, originality, and elaboration) also improved significantly. The biggest difference was that while the integration of cooperative learning and mind mapping (Exp2) was approved to have great impact on promoting the student’s flexibility, the cooperative teaching without mind-mapping (Exp1) seemed to have limited impact on student’s flexibility. The results indicated that the Ctrl, used traditional narrative teaching approach, also improved the student’s Chinese academic performance, however, traditional narrative teaching approach has very limited impact on the the student’s creativity.
| Date of Award | 2018 |
|---|---|
| Original language | Chinese (Traditional) |
| Supervisor | Hsu-Chan Kuo (Supervisor) |