| Summary: | 博士 === 國立中央大學 === 學習與教學研究所 === 107 === The study aims to explore the influence of integrating flash cards, educational board games, and the strategy of creative thinking spiral into basic Chinese teaching on students’ learning motivation, flow experience, and learning effectiveness. There are Study One and Study Two in this study with a total of 116 subjects from a basic Chinese class. The quantitative and qualitative data are collected and analyzed by t-test. Quantitative data include learning motivation scale, flow scale, pretest and posttest results, while the qualitative data include researcher’s observation records and interview records. There are two groups in Study One. One group receives flash card teaching, and the other, the original education board game teaching. The results show that the learning of the original educational board game group is more effective than that of the flash card one. Therefore, educational board games have a certain effect on basic Chinese learning. Inspired by the results of Study One, researcher tries to further explore the possibility of integrating the strategy of creative thinking spiral into educational board games to see if this is more helpful in learning. Researcher continues to do Study Two, in which there are also two groups. The control group uses the Chinese teaching educational board game adapted from original educational board game; the experimental group uses creative thinking spiral. The results show that: 1. The integration of teaching strategy into Chinese teaching helps to keep students’ learning motivation and flow experience high; 2. The learning effectiveness of the creative thinking spiral group is no better than that of Chinese teaching educational board game group; 3. The writing skill of the creative thinking spiral group is significantly better than that of the Chinese teaching educational board game group; 4. The oral skill of the creative thinking spiral group is significantly better than that of the Chinese teaching educational board game group. This study suggests that the experiment model could be applied to the advanced Chinese teaching in the future to study its effect on learners’ listening, speaking, reading, and writing skills.
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