An Action Research on Creative Thinking Writing Instruction in Elementary School by a Teaching Supervisor

• Main Authors: Lin, Yi-long, 林宜龍
• Other Authors: Lin, Ching-tsai
• Format: Others
• Language: zh-TW
• Published: 2003
• Online Access: http://ndltd.ncl.edu.tw/handle/32280723071338589994

碩士 === 國立嘉義大學 === 國民教育研究所 === 91 === As a teaching supervisor of a medium sized elementary school in the rural area of southern Taiwan, the researcher of this study formed a teachers study group within the school to promote teachers’ professional development and students’ literacy learning. Through inquiry dialogues and continuous reflections and self-examinations, the researcher and the teachers tried to find ways to solve problems that had existed in the literacy program of the school, and, in particular, to improve the writing instruction by focusing on developing students’ creative thinking. The study, which included a five-month pilot study and a three-month formal study, was structured around the framework of action research. Major conclusions are as follows: 1)It is viable and effective for a teaching supervisor to facilitate teachers’ professional growth through establishment and management of teachers study group which provides classroom teachers with immediate and long term assistance. 2)In providing assistance to teachers, the supervisor should take the teachers’ views and opinions into consideration first, rather that of the supervisor’s. 3)Given sufficient brain storming opportunities and training in sensual perception and in multimedia representation, student writers are able to gather more ideas and raw materials for their composition. 4)Students’ writing anxiety and difficulty of lack of prior knowledge can be reduced through proper guidance by the teacher or group sharing and discussion. 5)It is necessary to communicate clearly with teachers and parents about the goal of teachers study group and the objectives of creative thinking writing instruction in order to make them work. 6)Positive effects of the instructional program were observable from the increased length and diversity of students’ written works and the students’ positive attitude toward writing, due partly to the teachers’ timely assistance and guidance. 7)If school district decides to designate teaching supervisors for the whole school district, it is necessary to ensure that the supervisors have specialty in curriculum and instruction and that their working rights and benefits are not compromised. Finally, based on the findings of this study, suggestions about supervision, facilitation of teachers’ professional development, implementation of creative thinking writing instruction, and future research are presented for practitioners and researchers to consider.