本研究的目的在探討將閃字卡、教育桌遊、創意思考螺旋策略融入初階華語教學對學生學習動機、心流經驗、學習成效的影響。本研究的實驗對象為修習華語初階課程的學生共116人，分為研究一和研究二，收集量化及質性資料，量化資料包括:學習動機量表、心流量表、前後測成績，質性資料包括:研究者觀察記錄和訪談紀錄，統計方法皆為t檢定。研究一分為兩組，分別進行閃字卡教學、原版教育桌遊教學，從研究一的研究結果顯示原版教育桌遊的學習成效顯著高於閃字卡組，證明教育桌遊對於初階華語教學有一定的成效，有鑑於此，研究者企圖深入探究將創意思考螺旋策略融入教育桌遊是否對學習成效更有幫助，因此，進行研究二，將原版教育桌遊改編成華語教學版教育桌遊，這一組為控制組，而實驗組則為創意思考螺旋教學策略組，研究二研究結果發現:一、兩組教學策略融入華語教學皆可以維持學生的高學習動機與高心流經驗，二、創意思考螺旋教學策略組的學習成效未顯著高於華語教學版教育桌遊組，三、創意思考螺旋教學策略組的寫作能力顯著高於華語教學版教育桌遊組，四、創意思考螺旋教學策略組的口語表達能力顯著高於華語教學版教育桌遊組，本研究建議未來也可將此實驗模式應用於高階華語教學，研究其對學習者聽、說、讀、寫之能力有何影響。;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.
