| Summary: | 碩士 === 佛光大學 === 未來學系 === 99 === The purpose of this study was to investigate the effects of the “pictorial sentence-making” instruction on first and second-grade students’ creativity and writing as well as the limitation of this instruction. The action research method was adopted. The instructional course was designed on the basis of creative teaching strategy and visual-spatial intelligence teaching strategy. Data were collected through experimental instruction, meeting, interview, analysis of student compositions, and questionnaire survey.
Based on the above-mentioned objective and method, this study obtained the following conclusions:
1.The course should be designed to be easy in the beginning and have increasing difficulty to guide students in a progressive pace.
2.Teaching strategies should be flexibly used to incite students’ creative writing.
3.Situations created to support the instruction can motivate active learning.
The main weaknesses of students’ writing included:
1.In “writing the ending based on given pictures”, students only needed to observe the pictures and write two sentences, so they could quickly finish the task. However, their writing was generally “similar” and lacked creativity.
2.In “making subsequent sentences based on given pictures”, students were required to write the ending of a story. Because most of them chose popular stories, their endings were usually similar to the original and not particularly creative. Besides, their descriptions of the storyline were slightly too simple, resulting in quick revelation of the story ending. Therefore, this activity was more suitable for students with writing abilities above the intermediate level.
3.In “making creative sentences based on given pictures”, students were asked to figure out the causes and outcomes in the story. While they were mostly given different pictures, they could create appropriate and interesting dialogues between the characters. This activity offered students large space for creative writing.
4.In “adding pictures to solve the riddle”, students needed to draw pictures on their own and find the right answer to the riddle. Most students drew original and unique pictures and could solve the riddle through association. Students whose writing abilities were below the intermediate level produced less interesting works due to absence of pictures for reference. Therefore, this activity was more suitable for students with better writing abilities.
Based on the above conclusions, this study proposed the following suggestions:
1.Textbook materials should be integrated in the design of the instruction, and the number of pictures should be flexibly adjusted according to individual difference.
2.Students should be encouraged to read more books, and context-based instruction should be reinforced.
3.The theme of the pictures should be made clear and specific, and new pictures should be added if appropriate.
Keywords: pictorial sentence-making, creative teaching strategy, diversified intelligence teaching strategy, action research
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