Title Use the "guided fantasy" to enhance students' creativity in writing Author(s) Chen, Chih-lie, Yammie.; 陳志黎. Citation Chen, C. Y. [ 陳志黎 ]. (2010). Use the "guided fantasy" to enhance students' creativity in writing = Yun yong yin dao huan xiang ti sheng xue sheng xie zuo de chuang zao li. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5017657 Issued Date 2010 URL http://hdl.handle.net/10722/183333 Rights The author retains all proprietary rights, (such as patent rights) and the right to use in future works.
2010
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Abstract of thesis entitled Use the Guided Fantasy to enhance students creativity in writing submitted by Chen Chih Lie,Yammie for the Master of Chinese language Education at the University of Hong Kong in 2010 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. iii
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. iv
The fact is that student in writing is never deficit in creativity, it may possibly due the restriction in the mode of education, which make them unable to develop their creativity, if teacher can perform suitable guidance from the teaching this can definitely raise student creativity on writing. (345 words) signed: (Chen Chih Lie, Yammie) v
Declaration I hereby declare that this dissertation represents my own work and that it has not been previously submitted to this University or any other institution in application for admission to a degree, diploma or other qualifications. August 2010 vi
i (Abstract) iii (Declaration) vi vii P.1 1.1 P.1 1.2 P.3 1.3 P.3 P.4 2.1 P.4 2.2 P.4 2.3 P.6 2.4 P.6 2.5 P.7 P.8 3.1 P.10 3.2 P.10 3.2.1 P.10 3.2.2 P.10 3.2.3 P.10 3.3 P.11 3.3.1 P.11 3.3.2 P.11 3.4 P.11 vii
P.12 4.1 P.12 4.1.1 P.12 4.1.2 P.12 4.1.3 P.15 4.2 P.16 4.3 P.17 4.3.1 P.18 4.3.2 P.20 4.3.3 P.22 4.4 P.23 4.5 P.25 4.5.1 P.26 4.5.2 P.26 4.5.3 P.27 4.6 P.29 4.6.1 P.29 4.6.2 P.30 4.6.3 P.31 4.7 P.33 4.8 P.35 4.8.1 P.35 4.8.2 P.36 P.37 5.1 P.37 5.1.1 P.37 5.1.2 P.37 5.1.3 P.37 viii
5.2 P.38 5.2.1 P.38 5.2.2 P.38 5.3 P.38 5.3.1 P.38 5.3.2 P.39 5.3.3 P.39 5.4 P.40 P.41 P.42 P.44 ix
1.1 (2002) 1
2
(Cheng, Tse & Tsang,2001) 1.2 1.2.1 1.2.2 1.2.3 1.3 1.3.1 1.3.2 3
2.1 (guided fantasy) (Fantasy) (Image) (Fantasy) (Hall,B.,Hall,C.,&Leech,1990) 2.2 Richardson(1983) 4
Engle (1970) Long Hiebert (1985) Jampole (1991) (1995) (2001) 5
2.3 Guilford(1959) (fluency) (flexibility) (originality) (elaboration) (sensitivity) 2.4 (1989) 6
2.5 (1978) 7
8 3.1
3.2 9
3.1 68 34 34 22 12 23 11 3.2 3.2.1 3.2.2 ( 1) 3.2.3 ( 2) ( 3) 10
( 4) 3.3 3.3.1 Cheng, Tse & Tsang(2001) ( 5) spss 3.3.2 (2007) ( 6) 3.4 2010 3 ( ) 2010 3 2010 3 2010 3 2010 4 ( ) 2010 4 11
4.1 4.1.1 ( ) 34 4.1 1 71% 2 62% 3 24% 4 15% 5 3% 6 28% 7 12% ( ) ( 4.1.2 ( ) 34 12
4.2 1. 32% 47% 18% 3% 0% 2. 38% 38% 21% 3% 0% 3. 29% 50% 15% 6% 0% 4. 68% 18% 11% 3% 0% 5. 0% 6% 15% 44% 35% ( ) ( ) S S S 13
( ) S xx S S S S S ( ) 14
4.1.3 ( ) 34 4.3 1 94% 2 88% 3 100% 4 100% 5 85% 6 88% ( ) ( ) ( ) ( ) ( ) 15
S S S 4.2 ( 7) 16
4.3 17
18 4.4 / _( )_ / / _( )_ / / 4.3.1 / ( 8) 34 29
S11 ( 9) S15 ( 10) S24 ( 11) S33 ZZZZ ( ) ( 12) S11 ( ) ( 9) S19 ( ) ( 13) S26 ( 14) S34 19
( 15) 4.3.2 ( 16) _( )_ / _( )_ / S1 ( ) ( ) 17) S13 ( ) ( ) ( 18) S24 20
21 ( ) ( 19) S22 ( ) ( ) ( ) ( 20) S31 ( ) ( ) ( 21)
4.3.3 ( 22) /.. / S4 ( ) 23) S7 ( ) ( 24) S22 22
( ) 25) S33 ( ) ( ) ( ) 26) 4.4 (,1995) S33 ( ) Z 23
( 27) S13 ( 28) S5 ( 29) S23 ( ) ( 30) S22 ( 31) S1 ( ) ( 32) S34 ( ) ( 33) 24
S9 ( 34) S14 ( 35) S18 ( 36) S23 ( 37) 4.5 (S4) (S34) (S1) 25
4.5.1 ( ) S4 S34 S1 S4 S34 S1 4.5.2 26
( ) S4 S34 S1 ( ) S4 S34 S1 ( ) S4 S34 S1 4.5.3 27
28 ( ) S4 ( ) ( ) ( ) ( ) S34 ( ) ( ) S1 ( ) ( ) ( ) S4 ( ) ( ) S34 ( ) ( ) ( ) S1 ( ) D ( ) ( ) S4 ( )
( ) S34 ( ) D ( ) S1 ( ) ( ) 4.6 4.6.1 S4 29
( 38) S7 ( 39) S31 ( 40) 4.6.2 S11 30
( 41) S10 40 ( 42) 22 15 ( 43) 4.6.3 9 ( 44) 15 31
( 45) 30 ( 46) 32
4.7 4.71 4.71 ( F=22.348,df=(1,66),p<0.0125 ) ( F=233.045,df=(1,66),p<0.0125 ) ( F=55.926,df=(1,66),p<00.0125 ) ( F=83.741,df=(1,66),p<0.0125) (8.53) (8.88) (3.35) (2.97) 25.23) 33
(11.41) (5.71) (4.7) (9.83) (2.5) (3.56) (1.45) (3.7) (4.62) (4.08) (1.98) (1.68) (1.44) (3.13) 4.71 M SD M SD M SD M SD 8.88 4.62 8.53 4.7 17.35 4.08 25.47 9.83 2.97 1.98 3.35 2.5 3.74 1.68 15.14 3.56 0.59 1.44 0.65 1.45 1.94 3.13 7.65 3.7 12.44 7.56 12.53 7.82 23.03 8.24 48.26 15.24 34
Repeated Measures ANOVA Sig. Effect Size F df 22.348 (1,66) 0.001 0.253 233.045 (1,66) 0.001 0.779 55.926 (1,66) 0.001 0.459 83.741 (1,66) 0.001 0.559 *p<0.0125 4.8 4.8.1,1995) 35
4.8.2 36
5.1 5.1.1 5.1.2 5.1.3 37
5.2 5.2.1 5.2.2 (2005) (2007) 5.3 5.3.1 38
5.3.2 5.3.3 39
5.4 40
Cheung,W.M.,Tse,S.K.,&Tsang,W.H.(2001).Development and validation of Chinese creative writing scale for primary schools students in Hong Kong. Journal of Creative Behavior,35(2),1-12. Cheung W.M.(2005).Describing and Enhancing Creativity in Chinese Writing.Phd thesis.the Hong Kong University. Engle,J.D.(1970).Giftedness and Writing:Creativity in the classroom.in Gifted Child Quarterly,14,220-229. Jampole,E.S.& others(1991).using Mental Imagery to Enhance Gifted Elementary Students Creative Writing.In Reading Psychology,12,No.3,183-192. Hall,B.,Hall,C.,&Leech,A.(1990).Scripted fantasy in the Classroom. Landon: Routledge. Long,S.&Hiebert,E.h.(1985).Effects of Awareness and Practice in Mental Imagery on Creative Writing of Gifted Children.In Issues in Literacy:A Research Perspective,J.A.Nules &R.Lalik(eds.),381-385,Thirty-fourth Yearbook of the National Readiing Conference,Rochester,NY:National Reading Conference. Richardson,A.(1983).Mental Imagery.Landon:Routledge and Kedgal Paul. Richardson,A.(1983).Imagery definition and Types. In Imagery, Current Theory Research and Application.A.A.Sheikh(ed.) NY: John Wiley & Sons, Inc. 41
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