創造思考教學策略應用於童話寫作教學之研究

• Main Author: 魏伶娟
• Other Authors: 簡翠貞
• Format: Others
• Language: zh-TW
• Published: 2005
• Online Access: http://ndltd.ncl.edu.tw/handle/41090956682240902386

碩士 === 國立新竹教育大學 === 人資處語文教學碩士班 === 94 === Abstract The main purpose of this research is to study the applicability of creative thinking teaching for fairy tale writing and to understand the opinions of the students through the process of the creative thinking teaching and fairy tale writing in class. In order to analyze the achievement of the above-mentioned thesis, the researcher applied action research to this case. Subjects are 34 students who are taught by the researcher in the sixth grade in elementary school. The researcher recorded all the teaching process while teaching every time, then wrote all the details down and analyzed them after teaching. In order to analyze the documents collected, the researcher worked on the contents analysis of their compositions together with relative references, observation and interview with the students, including the response on paper and teaching feedback evaluation. Main conclusions of the research are as following: l. The ability for writing fairy tale of the students: The motive of writing fairy tale of the students has been promoted, and the students express their imagination freely. 2. The design of curriculum in writing fairy tale: The curriculum joins with the experience of students’ life, and it creates the motive of the students to be interested in writing. 3. The method of creative thinking: The teacher creates the freedom of writing circumstance to allow the students speaking any of their thinking. 4. The role of the teacher: (A) If the teacher himself (or herself) has the ability to create thinking, the students will be allowed to open their strange and brand new ideas under the teacher’s guidance, so that it can guide the students to create their thinking easilier. (B) The teacher has to read more books for fairy tale or books relative to control the development of the current trend to avoid bonding in the traditional fairy tales. (C) The process of writing fairy tales is more important than the results. The unseen thinking is more precious than the words writing. (D) The teacher and the students are united together to each other. They discuss and cooperate with each other to create the new fairy tales. (E) The teacher has to offer enough time and space to the students for writing fairy tales, and controls the expression of the students at the same time, and encourages them at the right time. Finally, the result of this research is to furnish the suggestion and conclusion, not only for the reference of the administration department, but also to the teachers in school in teaching and research.