寫作教學向來都是中國語文教師最重視的一環，在整個語文教育中佔有重要的地位。自小學中年級開始，學生便踏入寫作訓練階段，很多時候老師在教授寫作時都會不自覺地陷入引導的角色，加上重形式、重文句、重語法的訓練而忽略了寫作內容的創新。其實寫作是充滿創造性的，無論在選材和形式上都千變萬化。在寫作訓練中，學生的觀察力、思考力、聯想力、想像力、記憶力等，都能得到有效的鍛煉。
本研究計劃是利用「引導幻想」寫作教學，提升學生在寫作方面的創造力為目的。研究對象為小四學生，研究主要以前後測寫作、問卷和訪談來蒐集資料。通過評估學生的寫作，探討利用「引導幻想」寫作教學的方法對提升學生創造力思維的成效，以及學生寫作態度的改變。
經過教學實踐，結果發現實驗組學生在寫作的流蜴性、變通性和獨創性都比之前進步。學生都表示喜歡進行「引導幻想」的寫作活動，認為對構思寫作內容有幫助，而且比平日寫作更容易下筆、寫作內容更有趣、花的時間更少。學習態度也較主動、積極。另一方面，學生在寫作上有更深入的參與，喜歡與同儕交流分享寫作內容，從而得到較新的刺激和較多的樂趣。課堂的學習氣氛也更輕鬆愉快，更多的互動、更多的笑聲、更多創作的機會。
其實學生在寫作上並非缺乏創意，可能是教學模式的限制，以致學生未能發揮創意，教師如能從教學中加以適當的引導必能提升學生的創造力。
Teaching in writing is always a critical part for all Chinese language teachers, and it takes an important role on language education. Starting from the middle primary level, students are guided in writing skill, most of the time, teachers are always play the role as a guidance, in addition to the focus for the training on format; sentences; and grammar, which they are always overlook the creativity and innovative on the content of writing. Actually, writing is full of creativity; regardless of selection and format, the writing itself is of wide variety. During the training in writing, students can exercise their ability in observation; thinking; imagination; memory etc., all of these can be effectively train up.
This dissertation consists of using “guided fantasy” to enhancing the creativity of Primary 4 student in writing. The research is achieve by practical writing, questionnaire and interview in order to collect the useful information. Through assessment of student writing articles, explore the use of “guided fantasy” method on teaching in writing, which its aim to enhance the student creativity in writing as well as change of their writing manner.
The results show that their writing skill are significant improve and advance especially in fluency, flexibility and originality. Students all express that they are preferring use of “guided fantasy” in writing process, they believe that it help to improve the idea in writing content, moreover writes easily the ordinary day to start writing. On the other hand, the student has a more thorough participation in writing, and they likes to share the content of writing with the classmates, from which can obtain more new challenge and more fun in writing. The study atmosphere in classroom is tends to more relax and happily, more interactive, more funny voice and more creative opportunity. / published_or_final_version / Education / Master / Master of Education
| Identifer | oai:union.ndltd.org:HKU/oai:hub.hku.hk:10722/183333 |
| Date | January 2010 |
| Creators | Chen, Chih-lie, Yammie., 陳志黎. |
| Publisher | The University of Hong Kong (Pokfulam, Hong Kong) |
| Source Sets | Hong Kong University Theses |
| Language | Chinese |
| Detected Language | English |
| Type | PG_Thesis |
| Source | http://hub.hku.hk/bib/B50176572 |
| Rights | The author retains all proprietary rights, (such as patent rights) and the right to use in future works., Creative Commons: Attribution 3.0 Hong Kong License |
| Relation | HKU Theses Online (HKUTO) |
Page generated in 0.0015 seconds