| Summary: | 碩士 === 國立臺中教育大學 === 語文教育學系碩士班 === 95 === In order to lead a colorful and multivariate the instruction of children’s poems; the researcher has progressing the teaching by self-designed curriculum of teaching for creative thinking instruction. This curriculum would also aim to increase the skills and abilities of students in writing children’s poems.
It was also designed to combine with creative-thinking teaching strategy and draw up in nine separated units in instruction of children’s poems.In the other hand, it would increase the skills and abilities of children’s poems in the 5th grade of elementary school. This research has integrated mind mapping in the progress of structuring in writing of children’s poems; and it included rhetorical techniques in the writing teaching of children’s poems.
This research was aim to the qualitative data analysis which conducted by observations, interviews, learning sheets, feedback sheets, teacher’s introspection notes, etc. In addition, it also supported by quantitative data which conducted by the one-group quasi-experimental method. The source to this method was based on the results of pretest and posttest to students who have done the paired-sample T test.
According to the positive consequence on the writing assessment scale of children’s poems, the major discoveries are below:
1.Curriculums designing
a.To intergrades the curriculums with competition, games, dance, singing and role play would cause a result in increase the incentive and interesting in learning.
b.To increase the accuracy and rhetoric techniques on writing of children’s poems by combine the curriculums with creativity would.
2.Teaching progressing
a.To stimulate student’s inspiration by combine the curriculums with situational teaching.
b.To establish a mode on instruction of children’s poems by practice the topical teaching.
3.Creating the strategies on application of instruction of children’s poems
a.To provide a positive encourage and supports from teachers by creating a non-pressure atmosphere and environments.
b.To encourage students by conducting class activities such as role play, group discussion, and competition.
c.To stimulate students on inspiration by the poem of mind mapping.
4.Teaching effects
a.Students have increased the interesting in writing reading and children’s poems creating.
b.Students have increased the skills and abilities of children’s poems creating through out the paired-samples T test.
c.Students have enhanced the abilities on listening, speaking, comprehension, reading, writing and rhetoric.
d.Teachers were promoted on the professional teaching skills by practicing the teaching.
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