This article describes the introduction of creative movement activity in three Hong Kong kindergartens to promote children's creativity. The purposes of the study were to examine the effectiveness of creative movement activity in promoting children's creativity and teachers' perceptions of the activities. The movement activities were designed based on four aspects: (1) introduce the theme; (2) acquire and explore of movement skills; (3) creation and expression; and (4) performance and appreciation. The participants were 12 children and three class teachers. Torrance's test of creative thinking including fluency, flexibility, originality and elaboration was employed to measure children's creativity and teachers' perceptions of creative movement activity provided insights into factors that influenced children's creativity. Results showed that children's movement responses became more varied and always gave surprise to the teachers but limited knowledge, skills and experiences of teachers seemed to be a challenge of Hong Kong kindergarten teachers to foster children's creativity.
[Copyright of Early Child Development and Care is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/03004430801931196]

Background: Students in Hong Kong often lack creativity when writing compositions. Based on the dual coding theory and the Multidimensional Interactive Creative Imagination Imagery Model, imagery training may help students to write more creatively.
Aims: This study is to investigate the effectiveness of the imagery teaching method imagery as a creative thinking skill.
Sample: 2 classes of students (37 and 36) participated in this pre-test, intervention, post-test writing study. One class received imagery training while the other class did not.
Method: Using hierarchical regressions, path analyses and a structural equation model, their compositions were evaluated in 4 ways: fluency, uniqueness, content, and grammar/convention.
Results: Students receiving imagery training performed better than the other students in the areas of fluency, uniqueness and content, but not grammar. Furthermore, girls were more likely to do well on the content part in the post-test than boys.
Conclusion: Imagery training is useful in enhancing students' creativity in Chinese Composition. Further research is suggested in the following two areas: training program and the process of creative writing by dual-coding theory.
香港的學生在寫作時一般都被認為欠缺創意，基於the dual coding theory 和the multidimensional interactive creative imagination imagery model，意象教學相信有助學生寫出更有創意的文章。本研究請來兩班各有37 及36 名學生，參與了包括預先測試、介入教學及培訓結束考核的寫作教學研究，其中一班受過意象教學訓練，另外一班則未有受訓。透過等級制度的回歸、軌道分析及 結構性的 方程式模型 ，們的作文會就以下四方面得到評核：流暢性、獨特性、內容及語法。結果顯示，受過意象教學訓練的一班學生在流暢性、獨特性、內容等方面的表現均比沒有受過意象教學訓練的一班較佳，但在語法上則沒有影響；同時，在培訓結束考核中，女生在語法的表現亦較男生為佳。
[Copyright of New Horizons: The Journal of Education, Hong Kong Teachers' Associationl is the property of Hong Kong Teachers' Association at http://www.hkta1934.org.hk/]

「香港小學思維技巧工作坊及思維教案計劃」（以下簡稱「小思」）是「思維工程」在一九九九年度獲優質教育基金撥款資助的一個項目。與上一個撥款項目「中學教師思維工作坊」不同之處(胡飄、關綺雲，2002)，在於「小思」的對象是小學教師，內容不僅是進行培訓思維教學的工作坊，更會在小學內實踐思維教案。本文之目的是簡介這項計劃的內容、推行情況及當中的一些經驗分享。
[Copyright of Hong Kong Teachers' Centre Journal is the property of Hong Kong Teachers' Centre at http://www.edb.org.hk/hktc]