创作我自己的故事通过 "个人-小组-个人 "三个阶段的故事写作框架，提高儿童的创造性思维和作文创造力

IF 1.8 3区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Cognitive Development Pub Date : 2024-10-01 DOI:10.1016/j.cogdev.2024.101513

Hsu-Chan Kuo , Chu-Yang Chang , Jian-Ping Wang , Estelle Linjun Wu , Pei-Lin Li

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引用次数: 0

摘要

以往的研究主要将创意写作用于中学和本科课程，而小学实用写作模式值得开发。以支架理论为基础，开发了个人-小组-个人（IGI）三阶段故事写作模式，在为期14周的课程中培养27名五年级学生（11-12岁）的创造性思维和作文创造力。研究采用了混合方法，包括托伦斯创造性思维测试、作文创造力量表和焦点小组访谈。定量结果表明，学生的创造力和作文创造力有了明显提高。定性研究结果支持这些结果，强调了熏陶时间的增加、同伴交流、概念可视化、支架的价值以及个人作品集。三阶段 IGI 模式被认为是未来研究和教育实践可以采用的有效方法。

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Creating my own story: Improving children’s creative thinking and composition creativity through a three-staged individual-group-individual story writing framework

Previous research primarily used creative writing in secondary and undergraduate courses, while practical writing models in primary school merit development. Based on the scaffolding theory, a three-staged Individual-Group-Individual (IGI) storywriting model was developed to cultivate 27 fifth graders’ (11–12 years old) creative thinking and composition creativity in the 14-week course. A mixed-methods approach was conducted, in which the Torrance Test of Creative Thinking, the Composition Creativity Scale, and focus group interviews were employed. The quantitative results indicated that the students significantly improved creativity and composition creativity. The qualitative findings supported these results, highlighting increased incubation time, peer exchange, concept visualisation, the value of scaffolding, and individual portfolios. The three-staged IGI model has been indicated as an effective approach that future studies and educational practices can use.

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来源期刊

Cognitive Development Multiple-

CiteScore

3.20

自引率

5.60%

发文量

114

期刊介绍： Cognitive Development contains the very best empirical and theoretical work on the development of perception, memory, language, concepts, thinking, problem solving, metacognition, and social cognition. Criteria for acceptance of articles will be: significance of the work to issues of current interest, substance of the argument, and clarity of expression. For purposes of publication in Cognitive Development, moral and social development will be considered part of cognitive development when they are related to the development of knowledge or thought processes.