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THE MINISTRY OF EDUCATION AND TRAINING HANOI NATIONAL UNIVERSITY OF EDUCATION VU TRONG DONG TEACHING CREATIVE WRITING TO PRIMARY SCHOOL PUPILS Major Theory and methods of teaching pupils at primary le[.]

HANOI NATIONAL UNIVERSITY OF EDUCATION

VU TRONG DONG

TEACHING CREATIVE WRITING

TO PRIMARY SCHOOL PUPILS

Major: Theory and methods of teaching pupils at primary level

Code: 9.14.01.10

SUMMARY OF DOCTORAL THESIS OF EDUCATION

HANOI, 2023

AT HANOI NATIONAL UNIVERSITY OF EDUCATION

Scientific instructors:

1 Professor.Dr Le Phuong Nga,

Hanoi National University of Education

2 Associate Professor Dr Chu Thi Thuy An,

Vinh University

Reviewer 1: Associate Professor Dr.Tran Thi Hien Luong

The VietNamNational Institute ofEducationSciences

Reviewer 2 Associate Professor Dr.Pham Thi Thu Huong

Hanoi National University of Education

Reviewer 3: Associate Professor Dr.Bui Minh Duc

Hanoi 2 National University of Education

The dissertation will be defended in front of the University Council for the evaluation of the doctoral thesis meeting

at Hanoi National University of Education

The thesis can be found at National Library of Vietnam; or Library

of Hanoi National University of Education

TO THESIS THEME

1 Journal Articles

[1] Vu Trong Dong, Right understanding about "template" and the role of the "template" in teaching writing subject for primary school students, Teacher of VietNam scientific Journal, No 111, in July, 2016

[2] Vu Trong Dong, Developing students creativity in written through creating to learn, Teacher of VietNam scientific Journal, No 123, in July,

2016

[3] Vu Trong Dong, Teach children to write effectively with some exercises

to develop their creative imagination, Teacher of VietNam scientific

Journal, No 128, in December, 2017

[4] Vu Trong Dong, Researching creative writing and some creative writing opinions that can be applied in elementary school teaching,

Teacher of VietNam scientific Journal, No 138, in October, 2018

[5] Vu Trong Dong, Changing the way to make writing topics for picture observation exercises to develop creative writing abilities for primary students, Teacher of VietNam scientific Journal, No 139, November, 2018 [6] Vu Trong Dong, Developing creative writing abilities for elementary students From change of writing topic, HNUE Journal of Science, Volume

63, Issue 8, in November, 2018

[7] Vu Trong Dong, Organization of experience activities to develop creative writing capacity for primary students, Teacher of VietNam

scientific Journal, No 154 in February, 2020

[8] Vu Trong Dong, Building and using rubric in storytelling essay assessment for primary students, Teacher of VietNam scientific

Teacher of VietNam scientific Journal, No 184 in August, 2022

[11] Vu Trong Dong, Implementation of the method "construction of creative

articles fits for students" in Vietnamese 3 textbooks of Canh dieu, Teacher of

VietNam scientific Journal, No 185 in September, 2022

TT Tên sách Nhà xuất bản

Năm xuất bản

Tác giả/ đồng tác giả

12 Phiếu ôn luyện cuối

tuần Tiếng Việt 2–tập

1

VietNam Natiolnal University Press, Ha Noi

2022 Co-author

INTRODUCTION

1 Rationale

compulsory subject, which is the core content in the field of language and literature education at the primary level The basic goal of the primary Vietnamese subject shown in the 2018 Literature Program is “Help students initially form general competencies, develop language competence in all reading, writing, and speaking skills and listening at a basic level; … can write a number of sentences, paragraphs, short essays (mainly narrative and descriptive essays), speak clearly, understand the speaker's opinions”.[10] Accordingly, teaching writing in general and teaching creative writing in particular, play an important role in developing language competence for primary school students

creativity

However, in practice, for many reasons, we have put ourselves in the

"norms", especially in the field of teaching writing Students are not really encouraged to write according to what they think, write with their experience, life capital, write with their eyes, tone of voice, etc This has contributed to creating an educational product that is people who lack creativity, don't know how to create and don't dare to be creative, just hang around in the "safe zones", follow the existing paths, "talk according to",

"think according to", "write according to" others, lose yourself

texts is a language skill that has a close relationship with other language skills, so it is considered the most difficult skill to teach In recent years, although primary school teachers have actively innovated teaching methods in the direction of capacity development, teaching creative writing and paragraph writing skills to primary students is still not enough Having a lot of restrictions There are not many manuals for teaching creative writing for primary school students and teachers, so teaching creative writing is still facing many difficulties and confusion, leading to the fact that students' creative writing ability is still not real,being promoted

From the above analysis, it can be affirmed that "Teaching creative writing for primary school students" is an urgent topic If successfully implemented, it will contribute to improving the quality of teaching creative writing today

2 Aims of the study

The thesis aims to propose measures to improve the effectiveness of teaching creative writing for students in the process of teaching Vietnamese in primary schools

3 Objects and subjects of the study

3.1 Subjects of the study

The process of teaching creative writing of sentences, paragraphs, essays for elementary students

3.2 Objects of the study

The measures for developing pupils' creative writing abilities in the process of teaching Vietnamese at primary school

4 Scientific hypothesis

Teaching writing in general and teaching creative writing in particular play an important role in developing language competencies in Vietnamese If creative writing teaching methods can be proposed and applied to ensure science, novelty, attractiveness and practical relevance, it will help improve the effectiveness of teaching creative writing for

5 Objectives of the study

The study focuses on the following tasks:

5.1 To research theoretical issues related to the topic such as problems

of teaching creative writing, text theory, communication perspectives in teaching Vietnamese, and psychophysiological characteristics of primary school pupils

5.2 To research practical bases for teaching creative writing in primary

schools today

5.3 To propose measures to improve the effectiveness of teaching

creative writing in the process of teaching the subject of Writing Practice

in primary schools

5.4 To organize many experiments to test the effectiveness of the

proposed measures

6 Scope of the study

- Research on creative writing teaching problems for narrative and descriptive writing genres in grades 3, 4, and 5

- The topic focuses on surveying the actual situation and experimentation

in primary schools in Ho Chi Minh City and the provinces of Thanh Hoa, Nghe An, Ha Tinh, Binh Duong

7 Methods of the study

The study used the following research methods such as:

7.1 Theoretical research methods: Used to evaluate the theoretical

basis and the research history of problem includes in:

7.1.1 Document collection method: using many different sources to

serve the thesis

7.1.2 Theories analysis and synthesis method: analyzing and

generalizing views on creative writing and text creation; building up a theoretical basis for the thesis

7.2 Pratical research methods: Used to study the current situation of the

problems, and the measures to solve the problem includes in:

7.2.1 Observational method: Observing teaching and learning

activities in schools related to teaching and learning creative writing in primary schools, thereby drawing some conclusions related to the research problem

7.2.2 Survey method (by questionnaire): using questionnaires to collect

necessary information about the current situation of teaching and learning creative writing in primary schools today

7.2.3 Pedagogical experimental method: to test the effectiveness of the

proposed measures in the process of teaching Vietnamese knowledge in primary schools

7.3 Mathematical methods of statistics: to process statistics related to

the reality of teaching and learning creative writing, and to test the reliability of proposed measures in the process of teaching creative writing

in primary schools

8 Major findings

The new main contributions of the thesis are:

- A complete overview of the research situation on teaching creative writing (perspectives on teaching creative writing; issues of teaching writing and creative writing in Vietnam and in the world)

- Synthesize and systematically analyze a number of issues related to the topic such as: basic concepts (creativity and creative ability; creative writing; teaching creative writing in Vietnamese subject ), problems of text theory and text creation with teaching creative writing, characteristics

of primary school students and teaching creative writing, experiential activity and the role of experiential activity In writing, interest plays the role of interest in creative writing…

- Learn the requirements of teaching creative writing in primary school, the content of teaching creative writing and writing in Vietnamese textbooks, the current situation of teaching creative writing of teachers and students

- Proposing 4 measures to improve the effectiveness of teaching creative writing for students in the process of teaching Vietnamese at primary schools, namely: Organizing experiential activities to create ideas and writing content; Building creative article topics; Instructions on how to write creatively for each part of the essay; Building criteria for articles through rubric test and evaluation

9 Structure of the thesis

In addition to the Introduction, Conclusion, References and Appendix, the thesis consists of 3 chapters:

Chapter 1: The scientific bases of teaching creative writing in primary school

Chapter 2: Measures to improve the effectiveness of teaching creative writing for elementary pupils

Chapter 3: Pedagogical Experiment

Chapter 1 THEORETICAL AND PRACTICAL FOUNDATIONS OF

TEACHING CREATIVE WRITING IN PRIMARY SCHOOL

1.1 Theoretical basis

1.1.1 Overview of research on teaching creative writing

1.1.1.1 Perspectives on teaching creative writing

* The point of teaching creative writing is to teach a specific process

Authors Graham Stanley (2003); Paul Dawson (2005); Christopher Essex; Christopher Taylor; Randy Koch… in their published studies, there

is a common view that teaching writing in general, teaching creative writing in particular is teaching a process consisting of specific steps In general, the authors agree that teaching writing should be concerned with teaching a process, not with pupils' results (articles)

* The point of teaching creative writing is to teach a practical skill

The researches by Mark Nichol; David Cutler; Franz Andres Morrissey; Steve Graham; Stacia Levy… share a common view of appreciating the role of practice These studies confirm that creative writing skills are formed through continuous practice and teachers can teach pupils to write creatively; Pupils' creative writing ability will be enhanced with the practice of writing

* The point of teaching creative writing is to teach pupils to express (expression) their imagination and emotions

Some researchers like Betthan Jones; Carol Read; Wai Ming Cheung; Paul Dawson; Deirdre Fangan; … are interested in the role of pupils' imagination and emotions in creative writing and said that teaching creative writing is teaching pupils to express (expression) their imagination and emotions

* The point of teaching creative writing is to teach the development of writing and communication skills in Vietnam today

The overall general education program clearly states that “The Language Arts program takes communication skills (reading, writing, speaking and listening) as the main axis throughout all three levels in order

to meet the requirements of the prescribed program capacity orientation

and ensure integrity, continuity in all levels/grades Writing not only requires pupils to know how to write letters, sentences, and paragraphs, but also to create different types of text, first of all common types of text, and then some more complex texts "

1.1.1.2 The problems of teaching writing and creative writing in Vietnam

Teaching writing and creative writing to pupils has been researched by many domestic scientists and shown in the textbooks on Vietnamese Teaching Methodology by Le Phuong Nga, Le A, Diep Quang Ban, Nguyen Tri, Nguyen Minh Thuyet, Hoang Hoa Binh… Besides, scientific articles and other studies by Ho Ngoc Dai, Tran Thi Hien Luong; Do Ngoc Thong; Do Xuan Thao… also mentioned this issue many times

The views on teaching creative writing of domestic and foreign authors have different points, but in general, they all agree on one point that creative writing can be taught and need have a process to teach pupils to

do it These views are a premise and a valuable resource for the author when researching on the topic of teaching creative writing to primary school pupils

1.1.2 Some basic concepts

1.1.2.1 Creativity and creativity

The concept of creativity and creative capacity, we define that

“Creative capacity is an individual's ability to create new valuable things based on a combination of that individual's unique qualities Creativity is what is hidden inside the individual, creativity is the realization of the subject's capacity with new and valuable products", and we consider this

as one of the instrumental concepts of the topic

1.1.2.2 Creative writing

According to analyzing the authors' views on "writing" and "creative

writing", in this thesis, we are interested in and study "writing" which

means "the process of creating a text in which writers can express

opinions, ideas, share feelings, and interact with the world around them”

From there, considering “creative writing” as writing about new things

or writing in a fresh way about familiar things In creative writing, pupils have the opportunity to freely choose topics and methods of writing, develop their cognitive level and abilities

1.1.2.3 Teaching creative writing in the Vietnamese subject

Teaching creative writing in Vietnamese, in some respects, can be understood as teaching writing "literature" in Practice Writing According

to this understanding, teaching creative writing means teaching students to create and produce texts, teach writing sentences, writing paragraphs, and writing essays creatively

1.1.2.4 Sentences, paragraphs and text

- Sentence is the smallest unit of speech, which has the function of announcement Sentences often reflect a situation and have a certain type

- Text is a product of communication activities in language, created

by linking sentences, paragraphs forming a complete unit in terms of content and form, towards the goal definite purpose of communication and is the best tool to help people express all emotions and feelings

A text usually has a structure consisting of 3 main communication parts (blocks) that have the nature of shaping the text: the opening communication block (introduction); the link communication block (the body) and the end communication block (the end)

Text has the following characteristics: completeness and divisibility; connectivity; target orientation; communicativeness;

persuasiveness… in which we think that the two basic characteristics that need attention are completeness and divisibility, coherence and coherence

With the above understanding, we see that the student’s essay in school is a type of text and belongs to many different genres: description, story telling, letter writing, single word…

1.1.2.5 Document generation and text creation capabilities

Writing is one of the two major processes of verbal communication The process of creating documents (also known as text production), according to Chu Thi Ha Thanh, consists of four stages:

orientation, outline, implementation and examination of the text.[51] When writing a text, the writer needs to take into account these factors to make the text suitable for communication factors and achieve the highest efficiency

The ability to create documents can be considered as "the ability to practice using cultural Vietnamese and standard Vietnamese fluently in specific hypothetical communication situations"

1.1.2.6 Storytelling and descriptive writing in elementary school

Narrative is a type of artistic writing in which the writer presents a problem in the form of a story This story has both "story quality" and

"literary quality" It must be complete, aesthetic, and iconic, and must have the narrator's own personal style

Descriptive writing is understood as a type of writing in which children “describe familiar things and phenomena; introduce things and activities close to students' lives” [10]

1.1.3 Factors affecting the teaching of creative writing

1.1.3.1 Characteristics of elementary school students and teaching creative writing

At the primary school age, the rapid development of their perception, attention, thinking and creativity creates the right conditions to teach them

to create texts and write highly creative articles

1.1.3.2 Experiential activities and the role of experiential activities in text creation

The role of experiential activities in developing writing abilities for primary school pupils is reflected in the fact that from experiences, living capital, living materials will be filled in writing pages Through experiential activities, pupils can overcome common mistakes such as poor ideas, blurred emotions It is through the experience that true feelings are formed and penetrated deeply into the children's souls Their experiences also make the emotions in the article create trust in the reader, easy to empathize with, and easily accepted

1.1.3.3 Interesting and its roles in creative writing

According to Daniel Goleman, “when the brain is operating at its maximum efficiency in a state of euphoria (higher levels of arousal) there

is a correspondence between the agitated regions and the demands of the

task In a state of euphoria, even difficult tasks seem to be more relaxing or corrective than feeling burdensome For training, a refreshing state is a prerequisite for success Pupils who learn in a relaxed state are more successful than other pupils” [74]

The writing is inherently often seen by pupils as confusing, flying, and boring In order for pupils to write well, it must start from creating inspiration and passion for them

1.2 Practical basis

1.2.1 The requirements of teaching writing in primary school

By comparing the requirements for teaching writing in the two programs, we can study that the general education program in Literature

2006 has little or no clear goal of creative writing In turn, this makes teachers only interested in helping pupils complete their writing without paying much attention to teaching pupils to write creatively The program

2018 cares and opens up a new space for creative writing requirements This is a challenge for teachers when accessing the program Therefore, our thesis not only supports teachers in teaching creative writing in the present time but also expresses the desire to become guides and suggestions for teachers when they teach the content of writing sentences and paragraphs in the program 2018

1.2.2 The contents of creative writing teaching in Vietnamese textbooks

1.2.2.1 The contents of creative writing teaching in Vietnamese textbooks, the program 2006

In the Vietnamese textbook of the program 2006, the essay topics for primary pupils focus mainly on descriptive writing, narrative writing, letter writing, narrative writing and some common writing styles according to the model Therefore, the topics often require pupils to tell/describe The types of questions like this, according to Nguyen Tri, are: ''creating many constraints on pupils if they want to do the right thing [70] The imposition

of pupils in such writing styles somewhat inhibits their creativity A good essay is never simply telling or describing, but must be a combination of telling, describing and embedding their real feelings into it

Our essays also often limit pupils' thinking to stories, events, people, and things that are familiar to them Familiarity is good, but the current

way of problem-solving is difficult for pupils to promote their creative imagination, difficult to create conditions for them to create and create fiction, to make their writing more vivid and attractive

1.2.2.2 The contents of teaching writing and creative writing in

Vietnamese textbooks, the program 2018

Through studying the teaching of writing in three current textbooks, we found that in all three books, the authors have complied with the requirements of the Literature curriculum prescribed about the contents and forms of the text No matter how little or how much in each book series, the authors have also built up creative writing teaching topics

The topics in teaching writing are no longer stereotyped by the traditional way of problem-solving, only stating their requirements through a number of repetitive, boring, and monotonous statements that have gradually aroused their own thoughts in the classroom Giving them the opportunity to see the requirements in different roles to create different creative writings, without being too dependent on sample essays This is considered a very good sign, because it shows the relevance and modernity of the general education program in general and the language arts program in particular

1.2.3 Current status of teaching creative writing of teachers and pupils

Most teachers are afraid to teach the writing lessons, because as mentioned above, this is the difficult subject to teach The effectiveness of teaching creative writing in the writing lessons in primary schools is still low Exploring specific issues, we found that besides objective reasons, there are many subjective reasons, located on the teachers

The survey of the writings of primary school pupils showed that the results of the articles showed little creativity The number of articles that show creativity or good is not much

Conclusion of chapter 1

In chapter 1, the thesis outlines domestic and foreign researches on teaching creative writing The results of the review show that: The problem of teaching creative writing for primary school students is of great interest to many scientists in the world and in the country The issue of teaching creative writing is considered by the authors from many different points of view: see teaching creative writing as teaching a process