On the Training of Creative Thinking in Teaching English Writing: A Case Study for Junior High Schools in China文献综述

 2022-08-29 11:04:49

On the Training of Creative Thinking in Teaching English Writing: A Case Study in Junior High School in China

Abstract: with the development of technology, creative education gradually becomes a core of education reform in the world. Current education system in our country points out the importance of cultivating studentsrsquo; creative thinking. Based on related literature and experiment, this paper is to elucidate effects of the cultivation and drills on creative thinking in English teaching, especially in writing. Comparing several teaching approaches of English writing, it is to try to find out the ways to help students enjoy English writing.

Key words: creative thinking; English writing; teaching

Ⅰ. Literature Review

1.1 Creative Thinking

1.1.1 Explanation

The field of creativity exists today largely as a result of the pioneering achievement of Guildford (1950) and Torrance (1965), who viewed creativity as an ability to create a process of creative problem solving. Dennis saw creativity as the process of “making the familiar strange and making the strange familiar.”, while Amabile (1996) regarded creativity as “the production of novel and useful ideal in any domain”, which has been cited widely. Similarly, Sternberg (1999) defined creativity as a skill to turn unknown things into reality. Differently, Gilliam (1993) considered creativity as an act of making new connections among things. Although there is no authoritative literature can offer an explicit definition for creativity, because of different research methodologies, different research emphases, different criteria, different theoretical bases, etc, the majority researches in creativity pay attention to these four parts: creative process, creative product, creative person and creative environment ( Brown, 1989 ). Many researchers agree that creativity refers to the generation of ideas or products which are original, valuable or useful (Sternberg amp; Lubart, 1995), also, it needs to impact people besides the creator (Sak amp; Oz, 2009).

Torrance (1988) and Taylor and Sacks (1981) advocated everyday creativity. With this conception, Torrance (1965, 1966, 1988) defined creative thinking as the ability to identify problems, make guesses, produce new ideas, and communicate the results. Following this notion, a growing number of researchers (e.g., Craft, 2001; Duffy, 1998; Feldman, 1999) have viewed creativity as a necessary thinking skill. But Duffy (1998) regarded creative thinking as the ability to see things in new and original ways, to learn from experience which is related to new situations, to think in unique ways, to use unconventional approaches to solving problems as well as creating something unique and original. Chinese professor Qian Xuesen considered creative thinking as a combination of logical thinking and imaginative thinking. Moreover, Guilford concluded general characteristics of creativity as follows-- fluency, originality, flexibility and elaboration.

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