本研究旨在根據de Bono的六頂思考帽訓練課程編擬一套適合五年級資優生的思考訓練課程
，並經由十次的實驗教學後，探討此課程對增進國小資優生問題解決能力之成效。
本研究採不等組前後測實驗設計，以立意取樣方式選取台北市碧湖國小及胡適國小五年級
資優生為樣本，其中碧湖國小十四名為實驗組，胡適國小十四名資優生為對照組，共三十
四名。實驗組學生參加十次的教學課程（每次一單元，時間為二節，每節四十分鐘），對
照組則接受原資優班之教學，無實驗處理。本研究之主要研究工具為「問題解決測驗」與
「問題解決實作題」，所得資料以單因子共變數分析進行假設考驗。
本研究主要發現如下：
一、在問題解決測驗方面：
1.實驗組與對照組在總分之差異達到顯著水準（F=8.51 , p<.05）。
2.實驗組在「解釋推論」（F=24.44，P<.05）、「猜測原因」（F=22.34，P<.05）、「逆
向原因猜測」（F=8.75，P<.05）、「決定解決方法」（F=7.87，P<.05）等分測驗前後測
得分差異之進步量達到顯著水準，而在「預防問題」（F=1.46，P>.05）分測驗差異則未達
顯著水準。
因此，本訓練課程對國小資優生問題解決能力之訓練成效頗佳。
二、在問題解決實作題目方面：
1. 實驗組與對照組在總分之差異達到顯著水準（F=19.12， p<.05）。
2. 實驗組與對照組在「界定問題」（F=1.17，P>.05）與「蒐集資料」，（F=0.68，P>.05
）兩分測驗中，並未達顯著差異，而在「應用策略以解決問題」（F=4.32，P<.05）以及「
評估問題解決方案的有效性」（F=5.09，P<.05）兩分測驗實驗組與對照組則達到顯著差異
。
三、在教學回饋問卷方面，此課程受到多數學生的肯定與喜愛。

The main purposes of this study were to design a thinking training course for
5th grade gifted students bases on de Bono`s “Six Thinking Hats”, and to
investigate the impacts of ten-times training course on problem solving
ability of gifted students in the elementary school.
An nonequivalent pretest-posttest experimental design was employed. The
subjects of this study involved thirty-four students selected from Taipei
Municipal Bi-Hu and Hu-Shi elementary schools.The experiment group consisting
of 14 studnents from Bi-Hu elementary school attended a ten-units thinking
training course.The instruments are the Test of Problem Solving(TOPS) and
performance assessment of problem solving.Tthe data were analyzed by one-way
ANCOVA.
The major finding of this study were concluded as follows:
1.The assessment results of the Test of Problem Solving(TOPS)：
(1)The were significant differences between the experiment group and the
matched group on total scores（F=8.51 , p<.05）.
(2) The were significant differences between the experiment group and the
matched group in the following subtests: explaining inferences（F=24.44 , P<.05
）, determining causes（F=22.34，P<.05）, negative why questions（F=8.75，P<.05
） and determining solutions（F=7.87，P<.05）. But no significant difference
in the “avoiding problems” subtest（F=1.46，P>.05）.
Therefore, there was significant training effect on improving the problem
solving ability of the experiment group.
2.The assessment results of the performance assessment:
(1)The were significant differents between the experiment group and the
matched group on total scores（F=19.12， p<.05）.
(2) The were significant differents between the experiment group and the
matched group in the following subtests:”applying techniques to solve
problems “（F=4.32，P<.05）and “evaluating effectiveness of solutions to
problems” （F=5.09，P<.05）.But no significant differences in the “
identifying problem” （F=1.17，P>.05） and “collecting information” （F=0.
68，P>.05）subtest.
3.The subjects reported that they enjoy the training course .

一、中文部分
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江麗美譯（民 85）：六頂思考帽。台北：心理。
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芸生、杜亞琛譯（民88）：教孩子思考。台北：桂冠。
林志忠（民 88）: 後設認知策略對資優兒童科學解題能力影響之研究。國立台灣師範大學
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林幸台（民 89）:創造力評量。載於毛連塭、郭有遹、陳龍安、林幸台編：創造力研究（
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莊明貞（民88）:多元文化的動態評量與教學─從維高斯基觀點談起。教師天地，99期，25
～31頁。
張玉成（民82）:思考技巧與教學。台北：心理。
張世彗（民 76）：創造性問題解決方案對國小資優班與普通班學生創造性問題解決能力、
創造力和問題解決能力之影響。國立台灣師範大學特殊教育研究所碩士論文（未出版）。
張志豪（民89）:高中生活科技課程創造思考教學對學生學習成效之影響。國立台灣師範大
學工業教育研究所碩士論文（未出版）。
張振松（民 90）:自然科創造性問題解決教學對國小學童創造力及問題解決能力之研究。
台北市立師範學院科學教育研究所碩士論文（未出版）。
張劭勳、張劭評、林秀娟（民89）：SPSS For Windows統計分析—初等統計與高等統計（
下冊）。台北：松崗。
張蘭畹（民85）。建構主義的教學評量。載於國立臺中師範學院初等教育系「建構主義的
教學」研討會手冊，18-27。
教育部（民 90）:身心障礙及資賦優異學生鑑定標準。
郭有遹（民83）:創造性的問題解決法。台北：心理。
黃秀瑄、林瑞欽編譯（民80）：認知心理學。台北：師大書苑。
黃幸美（民92）：兒童的問題解決思考研究。台北：心理。
詹秀美，吳武典（民 80）:問題解決測驗。台北：心理。
鄭昭明（民 82）：認知心理學--理論與實踐。台北：桂冠。
鄭麗玉（民 82）:認知心理學。台北：五南。
趙淑美（民 79）:資優學生與普通學生解決空間旋轉問題之正確杜、速度及策略的比較研
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梁仲容（民 88）:自主學習者方案對特殊才能資優班學生學習效果之研究。國立彰化師範
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蔣明珊(民 83)：台北市國小資優資源班課程課程實施狀況之調查分析。國立台灣師範大學
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