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|Other Titles: ||An Action Research of Writing Teaching Integrating with Creativity|
Creativity;writing teaching;creative thinking;action research
|Issue Date: ||2010-12-03
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|
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