English  |  正體中文  |  简体中文  |  Items with full text/Total items : 6480/11652
Visitors : 20645439      Online Users : 272
RC Version 3.2 © Powered By DSPACE, MIT. Enhanced by NTU Library IR team.
Scope Adv. Search

Please use this identifier to cite or link to this item: http://ir.ncue.edu.tw/ir/handle/987654321/6689

Title: 創造力融入作文教學之行動研究
Other Titles: An Action Research of Writing Teaching Integrating with Creativity
Authors: 余香青
Contributors: 林素卿
Su-Ching Lin
Hsiang-Ching Yu
Keywords: 創造力;創造思考;作文教學;行動研究
Creativity;writing teaching;creative thinking;action research
Date: 2007
Issue Date: 2010-12-03
Description: 碩士
Abstract: 創造力表現是未來競爭的優勢,而創造力是可以教的。本研究旨在從創造力的觀點來探討理想的作文教學方法。透過創造性的教學策略,引發學生學習作文的興趣,培養學生的創造力,以增進作文能力。研究者以創造力教學理論為基礎,藉著課程的內容及計畫性的教學活動,運用各種創思技法,變化教學的方式,把握創造思考教學的原則,以達成創造力教學的目標。
Creativity demonstrates the advantage in the future competition, and the creativity is teachable. The purpose of this research is to investigate the writing teaching from the view of creativity. By the use of teaching strategies, the creativity teaching will inspire student's interest to study composition and train their creativity. The student’s writing ability is also improved. The researcher use the curriculum and planning activities to achieve the teaching purpose based on teaching theory of creativity. Furthermore, applying the creative thinking and various teaching methods, the student’s thinking and creativity are also promoted.
The research method experimented here is Qualitative Research through the ways of observation, documentary collection, interview, quantitative analysis, questionnaires, etc. The collection of data is various in order to have a thorough and detailed analysis and description. The experimented students were 2th graders from a junior high school, located in Taichung City. This research was carried out in a semester, and there were 8 units of creative thinking composition involved in this class. In this study, we use the creative thinking techniques of brain storming, listing, fishbone diagram, mind mapping, mandala and lotus blossom, the performance of student’s feedback and response is quite positive.
This research shows more than 80% of the students think the composition teaching of creativity can improve writing ability and creativity. Students' writing attitude has positive transitions and they affirm the value of composition course. They also think the writing ability has promoted. By the use of the creative thinking technique, the composition interest and ability can be improved effectively. In general, the students most like the fishbone diagram and mind mapping, because they consider the techniques as helpful to obtain the harvest among the skills. Furthermore, the reasons for students liking the composition teaching of creativity include interesting, inspiring the creativity, thinking skill is helpful to composition and easy to express, deeply understand for the theme.
According to the result in this research, we certify that students’ willingness to write has been largely promoted, and their ability in writing has been gradually built up, too. Consequently, the design in the curriculum of creative thinking teaching is not only applicable in the teaching scenario of this research, but also beneficial and referential to elementary school teachers who want to give it a try.
Appears in Collections:[教育研究所] 博碩士論文

Files in This Item:

File SizeFormat

All items in NCUEIR are protected by copyright, with all rights reserved.


DSpace Software Copyright © 2002-2004  MIT &  Hewlett-Packard  /   Enhanced by   NTU Library IR team Copyright ©   - Feedback