Teachers’ instruction styles are significant to educate students on improving creativity, especially in an early educational stage (i.e., the elementary school). In this study, a survey was conducted to investigate the types of instruction employed in Chinese elementary schools’ art classes to train students’ creativity. In a primary school with complete educational resources located in the eastern Inner Mongolia Autonomous Region, we conducted a qualitative study to analyze three teachers’ speeches by recording four of their lectures into text via KH Coder (for 40 min per lecture). The result suggests that teachers tend to achieve their educational objectives by asking questions as instruction for inspiring their students’ creativity. They use such a "question-style" utterance to make students understand the learning goals and contents in time. Therefore, students can develop their creativity during the lecture that especially about associative and divergent thinking ability. Besides, the "question-style" utterance appears most frequently in a relatively early stage, namely, the introduction part, which accounts for 42% of all utterances in one lecture. Furthermore, analyzing the category of utterance indicates a correlation between students generating ideas and the content of their employed learning material. The teaching approach that improves students’ creativity is visualized by analyzing the context of teachers’ speeches, which may contribute to innovative teaching methods for training creativity in future practice. Next, we plan to continue in this direction by collecting feedback from more interviews.
Haiqing Bao, Japan Advanced Institution of Science and Technology, Japan
Kumi Yabuuchi, Japan Advanced Institute of Science and Technology, Japan
Yuan Ma, Japan Advanced Institute of Science and Technology, Japan
Yukari Nagai, Japan Advanced Institute of Science and Technology, Japan
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