Creative Writing ProblemBased Learning and GameBased Learning Principles
英文論文 題目:Creative Writing, Problem-Based Learning, and Game-Based Learning Principles (創意寫作、問題導向學習和遊戲式學習的原則) 來源:International Society for Technology in Education (ISTE) Conference 年份: 2012
Abstract(摘要) This paper examines how virtual worlds and other advanced social media can be married with problem-based learning to encourage creativity and critical thinking in the English/Language Arts classroom, particularly for middle school, high school, and undergraduate college education. 本文探討了如何在虛擬世界和其他先進社會化媒體中,可以基於問題導向學習給 予鼓勵創造性和批判性思維在英語/語言藝術課堂,特別是給初中,高中,本科 及大專以上學歷。 Virtual world experiences such as Second Life, Jumpstart. com, and the Stonehenge and Valley of the Kings simulations developed by the Heritage Key historical foundation (http: //heritage-key. com) can be used to spark creative thought and excitement, especially for those students who respond favorable to games and game-based learning opportunities. 虛擬世界的經驗,例如:第二生命、Jumpstart. com,以及巨石陣和由傳承重要 的歷史基礎( http: //heritage-key. com )開發的國王谷的模擬可以用來激發創 造性思維和興奮,特別是那些有回應的學生有利於遊戲和遊戲式學習的機會。
Abstract(摘要) Even other video games, such as the popular Minecraft, can help students become excited about learning, and engage them in real-world problemsolving skills and behaviors, as well as in stories that are meaningful and exciting. 甚至其他視頻遊戲,例如:流行的Minecraft,可以幫助學生對學習充滿興趣,並 讓他們參與現實世界解決問題的技能和行為,以及是有意義的和令人興奮的。 With problem-based curriculum designed to capitalize on creative writing and response, working within such environments can help students bridge the gap between literature, history, and other subjects and their own experiences. 問題導向的課程設計旨在利用創意寫作和回應,在這樣的 作環境中可以幫助學 生縮小文獻、歷史、其他學科和自己的經驗之間的差距。 This article provides insight into how such activities can be adapted for the classroom, and provides suggestions for implementation and assessment. 本文提供深入了解這些活動如何能適用於教室,並提供建議、實施和評估。
Creative Writing, Problem-Based Learning, and Game-Based Learning Principles While creative writing is often taught as something of an afterthought in some high schools and colleges, many teachers believe that it has value and a special place within the English curriculum. 雖然創意寫作通常是在教一些事後高中和大學才教的東西,但很多老師認為在英 語課程中,它是有價值和特別的地方。 In fact, Knoeller and Vakil have both found that teaching traditional literature studies along with creative writing helps learners comprehend the literature more thoroughly, as well as offers learners the chance to express themselves creatively, something they are often not encouraged to do in school settings. 事實上,Knoeller和Vakil都已發現,教傳統的文獻研究隨著創意寫作幫助學習者 更徹底地理解文獻,以及提供學習者創造性地表達自己的機會,這是他們通常不 會鼓勵在學校做的事。
Creative Writing, Problem-Based Learning, and Game-Based Learning Principles Despite this, both Knoeller and Blythe and Sweet note that the emphasis on reading and responding to literature in high schools has decreased the time available for teaching creative writing. 儘管這樣,Knoeller以及Blythe、Sweet注意到,在高中,強調閱讀和回應文獻已 經減少可用的教創意寫作的時間。 In some places, creative writing has been cut from the curriculum entirely. 在一些地方,創意寫作已從課程完全被切斷。 High schools, as well as many undergraduate college programs, have instead stressed the development of critical analysis essays, which certainly develop useful skills, but also tend to have the effect of limiting student creativity. 高中學校,以及許多大學本科課程,已經不是強調批判性分析散文的發展,是發 展有用的技能,但也有限制學生創造力的作用。
Creative Writing, Problem-Based Learning, and Game-Based Learning Principles Like all writing, however, learning to write effective creative prose, poetry, and drama requires an understanding of literary form and fundamentals. 例如所有的寫作,然而,學習撰寫有效的創造性散文、詩歌和戲劇需要理解文學 的形式和基本原理。 In this way, students can practice writing the very forms that they read when analyzing existing literature, helping them form clearer and more reasoned understandings of literature in order to make more reasoned analyses. 通過這種方式,學生可以練習多種形式的寫作,當他們閱讀時,分析現有文獻, 並且為了使有更多的理性分析,幫助他們更清晰和更理性的文獻認識。
Creative Writing, Problem-Based Learning, and Game-Based Learning Principles Flanagan notes that even at the most introductory levels of literature study, creative writing can bolster that understanding, as well as help students make stronger emotional connections to what they read. Flanagan指出,即使在文獻研究中最入門的水平,創意寫作可以加強這方面的理 解,以及也幫助學生對於他們所讀的,做出更加緊密的情感連接。 When students of English connect something they have written to the work of others at deep levels, they are far more likely to have a stronger and more complete opinion of the work’s meaning than if they simply read and respond to the literature in a traditional expository fashion. 當學生的英語連接東西,他們已經寫信給別人在深層次的 作,他們更可能有和 作的意義比起來,如果他們只是閱讀和傳統的說明性的方式響應文獻一個更強 大和更全面的意見。
Lesson Outline for Learning to Write Creative Fiction: Developing Character and Perspective (給學習寫創意小說的課程綱要:發展特點的研究與展望) 學習目標 Learning Goals Problem Generation Problem Presentation Facilitator Role Reflection and Debriefing Assessment 問題產生 問題展示 推動者角色 評估 反思與解說
Conclusion(結論) A constructivist learning environment featuring challenging and ill-structured problems can require a great deal of time to design and implement well, but these environments have also demonstrated the ability to help students reach higher levels of critical thought, inquiry, and creativity. 建構式學習環境具有挑戰性和結構不良問題,需要大量的時間來設計和好好地實 施,但是這樣的環境也表明出,以能力所及地幫助學生達到更高水平的批判性思 維、探究和創新。 These skills are essential, as when lessons fail to foster genuine curiosity, they often fail to engage most students, particularly young college freshmen who would be considered digital natives. 這些技能是必須的,因為當失敗的經驗教訓,以促進真正的好奇心,他們通常不 能參與大多數學生,特別是深思熟慮的數位時代的年輕大學新生。
Conclusion(結論) In addition, creative writing is a field that requires both a sense of curiosity about the world as well as structured guidance. 另外,創意寫作是需要好奇心感覺的世界及結構化指導的領域。 Beginning writers benefit greatly from prompts, particularly those that lead them toward higher levels of thinking about subjects by providing examples and factual information. 一開始從作家有益處的提示,特別是那些帶領他們走向更高層次的主題,藉由提 供的例子和真實的信息。 Most writers need a sufficient place from which to begin writing creatively, and while reading and responding to literature can provide this, active exploration of a virtual world can also provide the prompting needed while engaging students at deeper levels. 大多數作家需要從中開始編寫創造性足夠的地方,在閱讀和回應文獻可以提供這 一點,積極探索虛擬世界中也可以提供需要同時讓學生在更深層次的提示。
Conclusion(結論) Rather than attempting to copy the style of authors they read, students have a chance to see, hear, and experience events for themselves in a virtual setting, allowing them to develop their own voices more thoroughly. 而不是試圖複製他們所閱讀的作者的風格,學生有機會看到、聽到、感受到的事 件為自己在一個虛擬的環境,使他們能夠更徹底地開發他們自己的聲音。 After all, all writing is creative writing in some sense, so it benefits students to find creative responses to problems and experiences they face within the context of history, science, art, mathematics, and all other fields. 畢竟,所有的寫作是創意寫作在某種意義上,所以它有利於學生找到創造性的回 應,他們的歷史、科學、藝術、數學等各個領域的範圍內遇到的問題和經驗。
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