"Creative thinking" represents a high-level thinking system. It holds the leading power to stimulate the creative spirit. It can serve as a mainstay to enlighten the thinking process and establish diverse and innovative expressive force. It is a very suitable thinking system for senior high school students.
The purpose of this thesis is to explore how the strategies of "creative thinking" are integrated into the curriculum of "reading" and "writing compositions" of Chinese in Senior High Schools. The implementation effect and influence of this series of teaching programs are discussed. Twelve strategies of "creative thinking" are selected in the research paper. The research objects are the 10th graders of the two classes that I teach in National Hualien Senior High School. I have been carrying out teaching of creative thinking in Chinese for three semesters.
This research paper is divided into seven chapters. In addition to the introduction and conclusion, the second chapter is literature review, which mainly aims at the definition and related research of "creativity", "creative thinking teaching" and "teaching of creative thinking in Chinese." This is provided in order to organize and explain the relevant literature. From chapter three to chapter six, these four chapters are based on the development of "creative thinking" ability from shallow to deep, from the preparation period, the processed period, the accumulated period and the advanced period respectively, to discuss the feasible schemes of twelve creative thinking strategies. These thinking strategies are integrated into the teaching activities of "reading" and "compositions of writing". Furthermore, students' reading appreciation, writing achievements and feedback are gathered. The author's observation, reflection, and analysis of the performance results and feasibility of integrating "creative thinking" strategies into the Chinese curriculum in senior high schools are added. Chapter seven is the conclusion.
The main research results of the paper can be summarized into the following six items .
1. The strategies of "creative thinking" combined with Chinese curriculum can drive the motivation of teaching and learning of the author and students. It can bring positive influence to students' reading and compositions of writing.
2. The strategies of "creative thinking" can effectively release students' inertia and one-sided thinking mode, and stimulate students' lively creative performances. It has ignited the students' ambition to seek novelty to a considerable extent.
3. As far as "reading" activities are concerned, prose texts can be effectively used as teaching materials for "creative thinking" strategies. Meanwhile, the strategies of "creative thinking" also strengthen students' depth of "reading" comprehension. The two complement each other.
4. As for "compositions of writing" activities, propositional compositions close to life can effectively give rise to students' multi-faceted performances in practicing "creative thinking" strategies. The presentation of the works is personalized and unique, and the readability of the works is enhanced.
5. After a series of " teaching of creative thinking in Chinese", the strategies of "creative thinking" can enhance the phenomenon of the expressive force of students with improved learning ability, which also gradually widens the degree of differences between learning.
6. In the category of "reading" comprehension and "writing" standards, only 10% of the research objects can express their creativity. It is inferred that the training hours of "teaching of creative thinking of Chinese" are fragmentary and incomplete, and the number of exercises is insufficient.