| Summary: | 碩士 === 國立臺灣師範大學 === 創造力發展碩士班 === 101 === This study aimed to explore the effect of a course in English poetry designed based on creative-thinking strategies. There are fifteen 8th grade students of high school in Taipei recruited for the study. Six lessons in a semester were applied to carry out this study, and every lesson lasted ninety minutes. The research employed qualitative methods of observation, the record of students’ behavior in class, notes from a teacher’s reflection, discussion between the researcher and friends, analysis of students’ poetry writing work and worksheets to examine how the strategies influence students’ learning. The finding of the research was as followed：
While applying the thinking strategy designed by Kawakita Jirou, students could come up with a lot of ideas. However, leaders had to be well- organized during the discussion, or it would be hard to get a conclusion. Another finding of the course was: in the process of doing mind maps, students can easily find the key words for concrete notions, but it was difficult for them to define abstract concepts. Besides the two strategies above, Synectics is also used in this study to teach students figurative language, and it worked very well since students could appreciate poems better and apply some of the rules to their own creation. The last strategy used in this course was SCAMPER. By using SCAMPER as a tool to do peer- review, students could develop their met cognitive knowledge and become self-independent learners in the future.
In regard to writing poems, the research aimed mainly at five portions: theme, technical excellence, rhyme and meter, choices of words, and originality. The students’ works and feedback showed that they have learned to appreciate the beauty of English poetry and apply some of the techniques, such as rhyme and meter, in their won poems. Moreover, students can use critical thinking strategies to express their opinions about literary works, which was also an important part of creative learning. Although most students expressed their fear for writing English poems, they gained the sense of achievement from the writing experience, and they enjoyed taking the lessons. By doing the research, the researcher developed a preliminary teaching mode for creative English poetry learning. The mode can inspire students’ creative abilities in fluency, flexibility, originality, and elaboration, which would make they achieve self- actualization.
To sum up, based on the course design of the research, some recommendations about creative-thinking strategies on poetry learning and further study in this field are offered. The beauty of English literature, poetry, allows students to develop their remarkable ability of creative-thinking and inspires their fertile imagination. Therefore, students are able to be stimulated consuming interest in English poetry and encouraged to be highly creative poets.
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