An Action Research on Story Teaching to Improve Student's Creativity

• Main Authors: Shao-Chieh Wei, 魏韶潔
• Other Authors: Chin-Kuo Wu
• Format: Others
• Language: zh-TW
• Published: 2007
• Online Access: http://ndltd.ncl.edu.tw/handle/63030369481483368506

碩士 === 國立臺灣海洋大學 === 教育研究所 === 95 === Abstract The purpose of this research is to improve student’s creativity through story teaching, and the main research objects are middle grade students in elementary school; Researcher analyze the process and result of story teaching, classify the behavior of student’s creativity, and conclude the method to improve student’s creativity from story teaching. The research objects are 32 forth grade students in one elementary school in Keelung, when they are in the first semester of academic year 2006. The methodology of this research is action research; Researcher design teaching activities of story teaching, which are reviewed by expert teachers, and collect document, record and observe activity, take note, and interview student, to collect and analyze data, encode information, translate into verbatim transcript, and write teaching diary, to reflect and interpret teaching activities, confirm with the purpose and methodology of this research. The obtained information is analyzed and classified upon the research topic, and the research conclusion is as following: A. Influence of story teaching on student’s creativity 1. Growth process of student’s creativity in story teaching: (1) Creativity is from imitation. (2) Creativity is process of gradual development. (3) Expression of student’s creativity is diversified. 2. Behavior of student’s creativity in story teaching: (1) Student’s thinking of fluency: Thinking of fluency is related to student’s cultural background, students who have better performance in thinking of fluency, have larger amount of reading than the other students in the class. (2) Student’s thinking of flexibility: Students seems difficult to have concrete performance in thinking of flexibility, and teachers should train students more in curriculum, to think many answers to solve questions in the same situation. (3) Student’s thinking of originality: There is no absolute relation between performance of originality and academic achievement, every student has ability of thinking of originality, and they reveal their ability in different field due to their different interest. (4) Student’s thinking of elaboration: Thinking of elaboration is expressed in student’s answer and creation, and student’s extended thinking is easier to be encouraged to further produce thinking of originality in a free atmosphere, which is constructed by story teaching. (5) Student’s thinking of risk taking: Behavior of risk taking is related to student’s confidence, and students who have confidence usually bring up their ideas bravely, to face possible criticism and advice. (6) Student’s thinking of complexity: Student’s characteristic of complexity is less obvious in story teaching, and students obtain teacher’s positive encouragement and enlightenment, before their characteristic of complexity start to appear. (7) Student’s thinking of curiosity: Enlightenment of student’s curiosity, besides to encourage students to bring up ideas and questions, it is an important foundation of student’s curiosity that whether students can observe everything in living world with their heart. (8) Student’s thinking of imagination: Student’s characteristic of imagination is more obvious for middle grade students, and we find from observation, that expression of student’s imagination is fused with their thought. B. Influence of curriculum design on student’s creativity 1. Curriculum design centered on children is suitable for teaching activities of story teaching to improve student’s creativity. 2. Key of curriculum design to improve creativity is to encourage imaginary space in teaching activities of story teaching. 3. Diversified extended activities are suitable for teaching activities of story teaching to improve student’s creativity. 4. Interactive story teaching curriculum design is beneficial to improve student’s creativity. C. Principle on class management to improve student’s creativity through story teaching 1. Cultivate student’s confidence as class management strategy is beneficial to improve student’s creativity. 2. Enrich student’s life experience is beneficial to develop student’s creativity. 3. Construct free class atmosphere is beneficial to improve student’s creativity. 4. Team work learning mode is beneficial to encourage student’s creativity. Keywords: story teaching, creativity,action research