Creativity in Chinese language teaching: A study on development of student teachers' conceptions and their ability in implementing creative teaching

Creativity in Chinese language teaching: A study on development of student teachers' conceptions and their ability in implementing creative teaching

中國語文科的創意教學：職前受訓教師創意教學觀念和實踐能力的發展研究

• Lee, How Chung The Hong Kong Institution of Education

2007

• M 教師與教師教育
  • MA 教師之專業教育
• G 課程與教學:個別教學範疇
  • GA 中文

Language Arts Teacher Education

• Hong Kong

• 1997.7 onwards

• 專上教育

Teaching is divided on emphasis on teachers' creativity or students' creativity, on novelty or on appropriateness or usefulness. The emphasis shifts from teachers' creativity to students' creativity after training and their views on creative teaching were more comprehensive. Five categories of conceptions of creative teaching were revealed: daily creative teaching, creative adaptive teaching, creative innovative teaching, teaching for creativity and creative interactive teaching.
Data on student teachers' teaching performance indicated that most of the student teachers possess the attributes and attitudes necessary for implementing creative teaching. However, such creative teaching was obstructed by the influence of traditional methods of Chinese language teaching, textbooks and the school environment. Most of the student teachers could only exhibit "playfulness", a characteristic of creative teaching, in their teaching. Their performance improved in the second semester and more characteristics of creative teaching were found, especially on students' creativity.
Analysis of the overall performance of the best three student teachers found that all manifested a more comprehensive view of creative teaching. They were able to balance different aspects and different elements of creative teaching. Last but not least, they demonstrated "teaching flexibility" which enabled them to adapt or integrate existing teaching methods flexibly and thus to enhance creativity in both teacher and student.
The contribution of this study lies partly in the overview that it provides on creative teaching. It clarifies key concepts of creative teaching and shows directions for future development. In terms of implementation, the research identifies critical features of creative teaching and key elements that affect learning outcomes. It provides teachers with concrete principles to implement creative teaching. The result of the study have implications for the design of initial teacher education programmes, the implementation of creative teaching and teaching innovation in Chinese Language teaching in Hong Kong.

PhD

University of Hong Kong

Hong Kong

• 英文

博碩士論文

https://bibliography.lib.eduhk.hk/tc/bibs/5e3712b1

2010-12-16