Fostering Creativity in Senior High School English Classroom

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(1)Fostering Creati耐y in Senior Hi出Schoo1Enghsh C1assroom ・教科・領域教育学専攻言語系コースM08131C. 井上言台美. Abstract. This researcb此。us on how the students ana. c鵜ative． Onaa （1964） pmposed that. tbe teachers cbange，seeking for the c1ass sty1e. creati㎡ty can be de丘ned as the formu1ation of. tO draW Out the Studen毛S’Cre盆tiVity． It iS. new iaeas toward achieving a goaI or so1向ng a. tbmugh action reseamh．An educationa1po工icy. prob1em and that the resu1ting new abi1ity or. that centers on intenectua1 abi1ity 盆na. cbaracter contribute va1uab1y to society or. competition among students through. cu1ture（as a1so to the indi㎡dua1）．Creativ此y. examinations h盆mpers the ba1ance between. consists of both intuitive and divergent. eaucation and emotiona1 training． This is. tbmkmg The mte耐e1at1onsh1p between. bec盆use a1ong wit五 inteI1ectua1 training，. creati㎞ty and inteIhgence tends to weaken as. e皿10tiOnaI training iS equany neCeSSary fOr an. peop1e grow up（Onda＆No皿ura）．. in砧向dua1to maintain a weu・ba1anced hfe．Tbe. Cbapter2demonst1＝ates tbe necessity ofthe. 1批ter provides㎞m o正her with the ski11s to｝ive. inc1usion of creativity in the study curricu1um. in a comp1ex environment．Unfortunate1y，our. of Eng1ish at the senior high schoo11eve1．It. P「esent educatiOna1pO1icy fOcuses exc1usive1y on. points out how the Eng1ish expressions. intenectua1 training．In order to reform this. incIuaed in the new senior high schoo1course. situation，I gave my students some1essons with. of study are缶。rmu1ated toward i皿pmving just. the objective of fostering their creativity，as it. the 1ogica1 thinking abi1ity of the students，. hasbeenseenthatc■ea七i曲yhasanimpm㎡㎎. without gi㎡ng any thought to thei工intuit三ve. e拙ect on a person’s menta1or emotiona1energy．. thinhng abihty． Most of communication. My research activities inc1uaed the. activities in tbe Eng1ish textbooks used at the. fO11OWing：reSearCbing CreatiVity fOr eduCatiOnaI. senior high schoo11eve1focus on contents that. bene丘t， ana1yzing tbe contents of textbooks. have l1o bea］＝ing on intuitive thinking．Creative. l＝e1ating tO COm血［uniCatiOn aCtiVitieS，and giVing. activities make up on1y10percent of the above．. 1e昌sons to 丘rst grade senior kigh scboo1. Chapter3aeschbes the manner in which I. StudentSl. investigated1essons that wou1d foster creati㎡ty. Chapter1describes c1’eativi蚊as de丘ned by. in senior high schoo1studentsl These 1essons. Mas1ow （1962） and Onda （1971）．Mas1ow. comprised three main activities and a variety of. （1962） proposed that creati向ty was a. other activities．The main three acti㎡ties were. by’product of se1f’actuahzation，which was. based on intuitive as we11as divergent thinking．. 1ocated at highest 1eve1 in the hiera1＝chy of. In Activity 1，the students were given. human needs．A皿yone wbo has reached the. hanaouts consisting of a picture of the cartoon. se1f．actuaIization1eve1，which1ies at the top of. character Doraemon and were instructed to. the human needs in the hierarchy，can be. consiaer tbe charactθr’s strong and weak po血ts．. 262＿.

(2) This activity aimed to he1p the students ana1yze. highest． Fr01＝皿 this fact， I in危rred that this. and describe the persona1ity and cha1＝acteristics. pa工ticu1ar acti㎡ty comp㎡sed e1ements that the. of a person．The teacher made a modeI speech to. students were the most fa皿ihaエwith，a factor. 星1d the students m determmmg the sub］ect’s. that1ed t1＝ie students to ta1k more about them in. strong and weak points and writing theirホa批s−. comparison with the otber two acti向ties．Not. The students then read out their drafts to the. many students wrote about Doraemon and its. who1e距。up．In Activity2，the students were. associated charactel＝s in the re且ection sheets．. again given handouts featu1：ing othe正。止aracters. Judging丘。m the students’re且ection sheets，the. associated with Doraemon．They were instmcted. students were not very fami1iar with these. to get into the skin of one of these characters and. cartoon cha1＝acters．Therefore，the conc1usion. consider what the characteエwou1d want to do or. that can be drawn缶。m tbe above observation is. to be and丘nany ask Doraemon he1p tbem to. that in oraer to carefu11y consider a character for. reahze their wishes．Tbe teacber maae a moae1. intuitive thinking，it is ve■y impOrtant t0 9et. speech to a1d the students1n aeterm1n1ng the1r. into the skin ofthe charact飢Divergent thinking. wishes．Therea免er，the stuaents wrote their. was wo■hng we11because the students were. dエa丑s，which they thenエead out to the who1e. inst正ucted to answer questions wben，wbo，what，. group． In Acti向ty3，a丑er bei口g＝shown two. whylhowquesti㎝s1ikemakingstories．. mode1scenarios，the students we1・e instmcted to. Cbapter 4 conc1udes t11is tbesis． Tbe. ima釦ne what they wouId idealユy hke to become. teaching sty1e in the c1ass was converted血。m a. in the future．One of the modeI scenarios was. one・way to a co・working sty1e．This was a new. pe㎡ormed by the teache正whiIe the other was. and cha11enging task for a teacher who was. depicted through the interaction betweeI1a. re1ying mai汕y on g蝸mmar・based trans1ation. student and a teacher．These mode1scenahos. methods．It a1so made tbe teacher rea1ize the. he1pea the students in making their d正a赴s．. possibi肚ty of deve1oping and imp1ementing new. Fina1y，the students read out their dra趾昌to the. teaching methoas that cou1d enhance students’. whoIe group，. communication skius．ConsequentIy tbe teacller. 0ther acti㎡ties designed to aid the students. a1tered tbe teaching methoas that had been. in making speeches and in cha11enge mapping. adopted thus￡ar，which1ed to an improve汕ent. were a1so carried out．The stuaents were asked. in the students’speeck patterns1 The昌e new. to write tbeir ideas regarding the same on the. changes were high1y va1uable because they. b1＆ckboard with the aim of promoting the. fostered an improvement in both the teacher and. exchanges of their ideas．The teaching sty1e thus. the students．Regu1ar1y impro加ng on teaching. cbanged丘。m the hitherto employed one・way. methods in the above manner win he1p maintain. sty1e to a co・worhng styIe．On comparing the. the students’creativity and a1so 1ead to an. three acti耐ties，I found tbat the number of. improvement in both the teacheエand the. sentences and words used in Acti㎡ty3wa畠the. students，asshownby冊sstudy. 263.

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