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Gu shi ci jiao xue zhong chuang yi si wei de pei yang = Cultivating creative thinking through the teaching of classical Chinese poetry in the Singapore classroom
Other titles
古诗词教学中创意思维的培养
Author
Liu, Fang
Supervisor
Zhang, Aidong
Abstract
21 世纪是知识经济的时代，知识经济的发展正以日新月异的速度改变着我们的社会，为了适应当今的生存环境，就要不断地创新，而创新意识的获得，离不开创意思维。因此，近年来对创意思维的关注已成为教育研究与实践领域的主要议事项目之一。例如新加坡政府于 1997 年 6 月提出了“思考的学校，学习的国家”的倡议，在此理念指引下，所有的学校教师都被鼓励传授各种思维技能尤其是创意思维技能给学生。
本论文的研究目的在于(1）从古诗词美学特征的角度探讨古诗词包含了哪些创意现象，在此基础上为教学实践提供一些策略（2）从实践方面探究如何在教学中利用这些策略发展学生的创意思维能力？成效如何？
本论文首先在文献综述部分以学者们对创意思维的研究为基础，阐明了创意思维的概念、结构、模式，影响创意思维发展的因素，创意思维教学模式，创意思维训练策略以及创意思维和华文教学相关性研究。
本论文第二部分以前人对古诗词美学特征的研究为基础，分别从古诗词语言、意象意境、主题等角度探讨了古诗词中包含哪些创意现象，以及在古诗词教学中如何根据这些创意现象采取哪些相应的教学策略以发展学生的创意思维。从语言的层面看，古诗词语言具有多义性、凝练形象及跳跃性等特征；从意象的层面看，古诗词意象的营造体现了诗人的独创性，意象的选择追求多义和宽泛的特点，意象之间的组合常出现一些跳跃和空白，在教学中可充分利用古诗词中语言和意象的美学特征培养培养学生的创意思维。
本论文的第三部分通过一个准实验研究以及教学实例，从实践方面探究了如何在教学中利用这些策略发展学生的创意思维能力及其成效。60 名学生参加了本次实验，实验数据通过问卷调查的形式获得。实验结果显示利用古诗词美学特征进行创意思维训练的教学策略对比传统教学法更能激发学生的创新意识。教学实例具体而翔实地阐明教师和学生在教学过程中的双边活动情况，从而对培养学生创意思维能力起到
一个示范作用。
本论文的结论在于教师可以在教学过程中利用古诗词中所包含的丰富的创意现象培养学生的创意思维能力；本论文也提供了一些实践指导。
总之，我们应该努力地激发学生的参与意识，创造意识，培养创造精神，激发创造冲动，最终把他们引入积极思考的王国。如果我们在古诗词教学中能引导学生利用古诗词的美学特征进行多视角地鉴赏，在鉴赏中培养质疑、联想、想象力，上述目标皆可实现，
本论文的研究目的在于(1）从古诗词美学特征的角度探讨古诗词包含了哪些创意现象，在此基础上为教学实践提供一些策略（2）从实践方面探究如何在教学中利用这些策略发展学生的创意思维能力？成效如何？
本论文首先在文献综述部分以学者们对创意思维的研究为基础，阐明了创意思维的概念、结构、模式，影响创意思维发展的因素，创意思维教学模式，创意思维训练策略以及创意思维和华文教学相关性研究。
本论文第二部分以前人对古诗词美学特征的研究为基础，分别从古诗词语言、意象意境、主题等角度探讨了古诗词中包含哪些创意现象，以及在古诗词教学中如何根据这些创意现象采取哪些相应的教学策略以发展学生的创意思维。从语言的层面看，古诗词语言具有多义性、凝练形象及跳跃性等特征；从意象的层面看，古诗词意象的营造体现了诗人的独创性，意象的选择追求多义和宽泛的特点，意象之间的组合常出现一些跳跃和空白，在教学中可充分利用古诗词中语言和意象的美学特征培养培养学生的创意思维。
本论文的第三部分通过一个准实验研究以及教学实例，从实践方面探究了如何在教学中利用这些策略发展学生的创意思维能力及其成效。60 名学生参加了本次实验，实验数据通过问卷调查的形式获得。实验结果显示利用古诗词美学特征进行创意思维训练的教学策略对比传统教学法更能激发学生的创新意识。教学实例具体而翔实地阐明教师和学生在教学过程中的双边活动情况，从而对培养学生创意思维能力起到
一个示范作用。
本论文的结论在于教师可以在教学过程中利用古诗词中所包含的丰富的创意现象培养学生的创意思维能力；本论文也提供了一些实践指导。
总之，我们应该努力地激发学生的参与意识，创造意识，培养创造精神，激发创造冲动，最终把他们引入积极思考的王国。如果我们在古诗词教学中能引导学生利用古诗词的美学特征进行多视角地鉴赏，在鉴赏中培养质疑、联想、想象力，上述目标皆可实现，
21st century is the time of the information economy, the development of which is changing our society quickly. In order to adapt ourselves to the living surroundings, we must innovate continuously. So in recent years, the concern for creative thinking has become one of the major agenda items in the area of educational study and teaching practice. E.g. this national agenda was intensified when the “thinking schools, learning nation” initiative was launched in June 1997 Singapore, with the thinking program in place, all school teachers were expected to impart various types of thinking skills especially creative thinking skill to their students.
This research study aim to (1) integrating the classical Chinese poetry’s aesthetic characteristic, investigate the creative factors embodied in the poetry, and take which as a baseline study to explore the practical tactics; (2)study how these strategies can develop students’ creative thinking ability when applying it into teaching practice and examine the effects of these tactics.
Based on many scholars’ studies on creative thinking, this thesis clarified the gradation on the capable of students’ creative thinking in the part of literature review. It is a kind of primary creativeness and is not involve with social value, that is to say, it is only suitable for development of individual.
Taking the studies on the poetry’s aesthetic characteristics which were made by our predecessors as the basis, the creative factors embodied in the classical Chinese poetry were discussed from angle of the poetry’s language and image in the second part of the thesis, and according to these factors, some practical tactics were studied as well in the course of teaching the classical Chinese poetry, which aimed to develop students’ creative thinking ability.
In order to determine the effects of how the above strategies can develop students’ creative thinking ability when applying it into teaching practice, the third part of this dissertation explored a quasi-experiment and provided a teaching example. A total of 60 students were involved in this experiment, response data from students’ questionnaires were collected and analyzed to evaluate the students’ attitude towards the learning of classical Chinese poetry, which revealed that the above strategies could significantly stimulate students’ creative consciousness, thus implied that it can enhance students' creative thinking ability. Then followed by a teaching example, which particularly and accurately clarifies the bilateral activity between teachers and students in class, whose original intention is to play an exemplary role in developing the students’ capability of creative thinking.
The conclusion of the study is that the classical Chinese poetry which embodied so many creative factors can be used to promote students' creative thinking ability; and some teaching strategies were provided as well.
In a world, we should exert ourselves to stimulate the students’ participant and creative consciousness, bring up their creative spirit, inspire their creative impulsion, and open up actively their success to the kingdom of creative thinking ultimately. If we can guide our students to appreciate the classical Chinese poetry creatively from different facets with taking the advantages of the poetry’s aesthetic characteristics, and cultivate their ability on raising doubts and difficult questions for discussion, the ability on association and imagination during the teaching processes, all the above goals can be achieved.
This research study aim to (1) integrating the classical Chinese poetry’s aesthetic characteristic, investigate the creative factors embodied in the poetry, and take which as a baseline study to explore the practical tactics; (2)study how these strategies can develop students’ creative thinking ability when applying it into teaching practice and examine the effects of these tactics.
Based on many scholars’ studies on creative thinking, this thesis clarified the gradation on the capable of students’ creative thinking in the part of literature review. It is a kind of primary creativeness and is not involve with social value, that is to say, it is only suitable for development of individual.
Taking the studies on the poetry’s aesthetic characteristics which were made by our predecessors as the basis, the creative factors embodied in the classical Chinese poetry were discussed from angle of the poetry’s language and image in the second part of the thesis, and according to these factors, some practical tactics were studied as well in the course of teaching the classical Chinese poetry, which aimed to develop students’ creative thinking ability.
In order to determine the effects of how the above strategies can develop students’ creative thinking ability when applying it into teaching practice, the third part of this dissertation explored a quasi-experiment and provided a teaching example. A total of 60 students were involved in this experiment, response data from students’ questionnaires were collected and analyzed to evaluate the students’ attitude towards the learning of classical Chinese poetry, which revealed that the above strategies could significantly stimulate students’ creative consciousness, thus implied that it can enhance students' creative thinking ability. Then followed by a teaching example, which particularly and accurately clarifies the bilateral activity between teachers and students in class, whose original intention is to play an exemplary role in developing the students’ capability of creative thinking.
The conclusion of the study is that the classical Chinese poetry which embodied so many creative factors can be used to promote students' creative thinking ability; and some teaching strategies were provided as well.
In a world, we should exert ourselves to stimulate the students’ participant and creative consciousness, bring up their creative spirit, inspire their creative impulsion, and open up actively their success to the kingdom of creative thinking ultimately. If we can guide our students to appreciate the classical Chinese poetry creatively from different facets with taking the advantages of the poetry’s aesthetic characteristics, and cultivate their ability on raising doubts and difficult questions for discussion, the ability on association and imagination during the teaching processes, all the above goals can be achieved.
Date Issued
2006
Call Number
PL2307 L54
Date Submitted
2006