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Contemporary writing increasingly emphasizes truth-seeking and creative literacy to adapt to the rapidly changing social needs and cultural environment. The concept of nonfiction writing emphasizes the balance between authenticity and literature, that is, the creative combination of truth-seeking and literary narrative, subjective truth and objective truth. Creative writing, on the other hand, is a creative activity in the form of written expression, which emphasizes that everyone can create and is cross-border in nature. Therefore, we take nonfiction as a method, apply the concept of nonfiction writing to creative writing, analyze the cross-disciplinary drive and cross-disciplinary experiments of the concept of nonfiction writing on creative writing, put forward the implementation strategy of the concept of nonfiction writing in the teaching of creative writing, and provide new perspectives for the development of Chineseization and localization of creative writing. The study will provide new perspectives for the development of Chinese and localized creative writing. [ABSTRACT FROM AUTHOR]

Creative writing and rural revitalization go hand in hand, which is beneficial to both parties. On the one hand, creative writing needs to be more comprehensively and deeply involved in China's economic, cultural and social development, and draw-on the source of its own continuous development. On the other hand, the in-depth development of rural revitalization also urgently needs the theory and practice of creative writing to empower its creativity. This is both an opportunity and a challenge, and it requires a paradigm shift from "study" to "field" in creative writing teaching. Firstly, the classroom teaching should enable students to master the basic principles, methods and skills of rural research and creative practice, such as creative writing, fieldwork, and oral history. Secondly, the practice in the field should be creation-oriented, and the content output and application scenarios of creative writing should be strengthened. At the same time, this transformation should also strengthen the combination of theory and practice, the circulation of stories and cultural IP, and the interaction between text and media, so as to deepen the promotion of rural revitalization through creative writing. [ABSTRACT FROM AUTHOR]

Copyright of Writing / Xiezuo is the property of Writing Magazine Agency, Wuhan University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Education Research (1680-6360) is the property of Angle Publishing Co., Ltd. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Educational Research & Development / Jiao Yu Yan Jiu Yu Fa Zhan Gi Kan is the property of National Academy for Educational Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

有鑑於專業學習社群近年受到愈來愈多研究的重視，但缺乏對於創造力教學行為之探討，故本研究以創意自我效能、工作價值觀、專業學習社群對教師創造力教學影響為探討主軸，兼論教師信任對專業學習社群的影響、教師信任的多層次調節效果及專業學習社群的多層次中介效果。研究對象為30個社群，214位國小教師，藉由階層線性模式分析結果顯示，當專業學習社群中的支持合作、共享教學愈好、正向肯定、成就聲望愈積極，則提升創造力意向會愈好；而願景領導、共享教學愈好、正向肯定、成就聲望愈積極，則增進創造力技能也會愈好。較為重要的研究發現是，主管信任、同事信任分別和創新發展與人際關係產生交互作用，對提升創造力意向產生正向調節；主管信任、組織信任分別和組織安全與創新發展產生交互作用，對增進創造力技能產生正向調節。再者，專業學習社群中的願景領導是一個相當重要的變項，因為它不僅會對提升創造力意向及增進創造力技能有直接影響，更重要的是，主管信任還可以透過它的中介對創造力教學產生間接影響。所以專業學習社群運作的願景與目標必須要關注在學生學習，並成為行政人員與教師努力的依據，於此，本研究再次強調願景領導的實務價值與重要性。 Main Purpose and Motivation Numerous developed countries have demonstrated that professional learning communities can improve teaching quality for young generations through dialogue, support, class observation, sharing, and cooperation. Professional learning communities have received increasing research attention, but few studies have investigated creative teaching or performed cross-level analyses of factors that affect it. Thus, this study investigated the effects of creative self-efficacy, work values, and professional learning communities on creative teaching. Key variables were identified through a literature review. The objectives were to determine whether (1) professional learning communities directly affect creative teaching, (2) teacher trust indirectly affects creative teaching through professional learning communities as a mediating variable, (3) work values directly affect creative teaching, (4) teachers’ creative self-efficacy directly affects creative teaching, (5) teacher trust indirectly affects the relationship between their work values and creative teaching, and (6) teacher trust indirectly affects the relationship between their creative self-efficacy and creative teaching. Research Method This study performed a multilevel analysis of professional learning communities. Community leaders and directors were asked to obtain informed consent from the community members and to distribute questionnaires to teachers in public and private schools. A total of 30 communities and 214 elementary school teachers were sampled; 57 of the teachers were men, and 152 were women. Hierarchical linear modeling was performed to test six hypotheses and determine the effects and relationships among the variables. Research Results The leaders encouraged cooperation and exchange among the professional learning communities, which increased creative intention and improved performance. Visionary leadership, sharing-based teaching, positive affirmations, and the achievement of goals positively affected creative skills. In addition, trust among supervisors and colleagues positively affected innovation, interpersonal relationships, and creativity. Thus, innovation develops from a sense of security and trust. Trust in supervisors and the organization affected organizational security and innovation, respectively, and strengthened creative skills, thereby increasing the teachers’ willingness to share experiences with each other and devote their creativity to their organization. Suggestions Visionary leadership is essential in professional learning communities because it not only directly affects creative intention and skills but also indirectly affects trust in supervisors through creative teaching as a mediating variable. Creative intention develops when subordinates feel trust and the security to experiment. Thus, the visions and goals of professional learning communities must be closely related to teachers’ learning needs and provide a foundation for administrators, highlighting the practical value of visionary leadership. Research Discussion and Suggestion Most studies on creative teaching have performed teacher-level analyses and neglected factors related to schools. This study examined teachers’ personal factors (creative self-efficacy and work values) and investigated creative teaching. The teachers’ work environments (professional learning communities and teacher trust) were also considered. In addition, this study explored several related variables to fill gaps in the literature. This study also offered several specific and practical suggestions to improve professional learning communities, teacher trust, creative self-efficacy, and work values. First, professional learning community leaders can improve creative teaching through visionary leadership and by considering teachers’ opinions and addressing their needs, thereby gaining support from the community. Second, principals and supervisors should analyze teachers’ professional learning communities, provide communication channels, fulfil hardware and software requirements, and address teachers’ needs to build trust. Third, teachers must gain the trust of their colleagues to establish healthy interpersonal professional relationships. Mutual trust and support can also lead to creative teaching. Subsequent studies should investigate these topics in other contexts, such as middle schools, high schools, and colleges, to identity differences among educational levels and background variables.

Copyright of Journal of Research in Education Sciences is the property of National Taiwan Normal University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Research in Education Sciences is the property of National Taiwan Normal University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

本研究以在職進修碩士學位的教師及其同事為對象，分析創意教學自我效能的成長趨勢，以及五大人格特質、進修與否對於創意教學自我效能的初始狀態及成長趨勢的影響。本研究在2 年期間一共進行四次調查，分析結果顯示：一、抗壓信念呈現線性上升的成長趨勢，負向自覺為線性下降的發展趨勢；而正向肯定呈現先上後下發展的成長趨勢。二、進修教師的正向肯定、抗壓信念的成長趨勢明顯優於未參與進修的教師，負向自覺也明顯低於未進修的教師。三、五大人格特質的外向性與神經質對於創意教學自我效能成長趨勢有影響，其中神經質對於正向肯定的成長曲率為負向調節，但對於負向自覺的成長速率則為正向調節，而外向性對於抗壓信念的成長速率有正向影響。 Self-efficacy for creative teaching is a primary antecedent for the development of creative teaching. In consideration of the current emphasis on creative teaching, in-service trainee teachers studying for master’s degrees and their colleagues were surveyed regarding their growth of self-efficacy for creative teaching. The effect of personality traits and in-service training on initial state of self-efficacy for creative teaching and the time dependence of this self-efficacy were determined in this study. A total of 252 teachers were recruited and completed four surveys over a 2-year period; 126 of the participants were studying for master’s degrees. Analysis through hierarchical linear modeling revealed the following: (1) The stress-resistance faith of teachers’ self-efficacy for creative teaching linearly increased with time, whereas negative self-consciousness linearly decreased. Positive appreciation first increased and then decreased. (2) In-service trainee teachers were found to clearly outperform their colleagues who were not receiving training with regards to growth of positive appreciation and stress-resistance faith and mitigation of negative self-consciousness. (3) The personality traits of extraversion and neuroticism affected the growth trend of self-efficacy for creative teaching: neuroticism was found to reduce the growth rate of positive appreciation but enhance that of negative self-consciousness, whereas extraversion was discovered to positively affect the growth rate of stress-resistance faith. According to these results, suggestions are made for the reference of relevant actors.

本研究旨在探討國小教師專業學習社群知識分享、社群召集人轉型領導與教師創意教學之關係。以臺南市104 年參與教育部精進教學計畫或教師專業發展評鑑計畫之教師專業學習社群的公立國小教師為研究對象，採問卷調查法，正式有效研究樣本數為546 人。 研究結果發現: 教師專業學習社群知識分享與教師創意教學有正相關；社群召集人轉型領導與教師創意教學有正相關；而社群召集人轉型領導在教師專業學習社群知識分享對教師創意教學影響中具調節作用。 The study investigates the relationships among the knowledge sharing of elementary school teachers in a professional learning community, the transformational leadership of the community coordinator, and teachers’ creative teaching. Using researcher-developed questionnaires, the study adopted a survey research design to collect data from a valid sample of 546 teachers. They are public school teachers in Tainan City who are members of a teachers’ professional learning community, belonging to teacher evaluation and professional development projects supported by the Minister of Education in 2015. The study revealed that knowledge sharing among teachers in the professional learning community is positively related to their creative teaching. Similarly, the transformational leadership of the community coordinator is positively related to teachers’ creative teaching. Findings also presented that the transformational leadership of the community coordinator is a crucial moderator between the knowledge sharing of teachers in the professional learning community and their creative teaching.

Taking grade-five interns of the traditional Taiwan normal universities as the research object, questionnaire survey is used to explore the relationship between pre-service teacher classroom observation and future creative teaching, and a total of 210 valid questionnaires from 4 universities are collected. The results show that there are significant differences between the different internship grades and internship schools, the perceived classroom observation and the future creative teaching behavior; that the classroom observation of pre-service teachers has a significant positive correlation with the future creative teaching behavior; and that the classroom observation of pre-service teachers has a significant predictive effect on future creative teaching behavior. [ABSTRACT FROM AUTHOR]

本研究採準實驗設計，研究教學鷹架對於學生創意作業的影響。參與研究的是119 位北部某技術學院選修「創造力與生活」課程的學生，學生依選課班級被隨機分派為實驗組與控制組。前測顯示兩班學生在對教師的教學反應、修課前的興趣與課程專注力上均無差異。實驗處置是創意作業指導上不同程度的具體性，實驗組須嚴格依照明確、具體的鷹架指導刺激創意發想，之後完成創意作業，控制組則採用鬆散的教學鷹架，擁有充分自由度去發揮。創意作業由3 位創造力教育專家針對「獨特性」、「豐富性」及設計概念的「整體性」三項指標評分，雖然t 檢定的結果顯示兩組並無差異，但若以各組創意作業得分等第的分布進行比較，則實驗組的創意作業在獨特性與豐富性上均比控制組好，控制組僅在創意作業的整體性上與實驗組表現接近。 In this study, a quasi-experimental design was applied to understand the influence of scaffolding instructions on student performance in executing a creative online gaming task. A total of 119 students enrolled in the “Creativity and Living” course at a technology college in Northern Taiwan participated in this study. The students were randomly divided into experimental and control groups based on their optional classes. An investigation conducted prior to the experiment indicated that the students in the two groups did not display differences in their reactions to teachers’ instructions, their interest in the course before it commenced, or in their level of attention during the courses. The experimental intervention involved following various instructions for performing a creativity task titled “Online Gaming Concept Design.” Because the scaffolding instructions for the control group were more lenient than those for the experimental group were, the students in the control group had a comparatively higher degree of freedom when working on the creative task. Conversely, the experimental group strictly adopted specific and detailed scaffolding rules to achieve their goal. Their creativity operation performance was evaluated using three creativity education specialists on the basis of three indices: uniqueness, diversity, and the integrity of the design concept. The results of the t test indicated no difference in the two groups, but the distribution of their scores was compared. Ranking the creative tasks revealed that the performance of students in the control group was limited by their capacity for imagination, and the diversity and details were lacking, but the experimental group demonstrated excellent innovation, high diversity, and presented a degree of integrity.

Copyright of Journal of Research in Education Sciences is the property of National Taiwan Normal University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Educational Review (1563-3527) is the property of National Kaohsiung Normal University, Department of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Serving the society, cultivating good comprehensive quality talents whom enterprises satisfy is the basic goal of application-oriented universities. Referring to the experience of course project in Dutch universities and based on investigating the demands of many domestic enterprises for talents, the course project's innovative teaching model of electrical and control majors was put forward to meet the enterprise demands. Based on the deep cooperation with enterprises, the idea of innovative teaching model was introduced. Also selecting topic, implementation, assessment method and security system of the course project were researched and carried out. Teaching practice indicated that the innovative teaching model of course project inspired the students ' enthusiasm and passion in study, and it helped to train marketable applied talents for enterprises. [ABSTRACT FROM AUTHOR]

This research introduces our systematical researches on the growth rules, the influences of cultural environment, and cultivation models of creative talents. The growth of creative talents includes five stages: self-exploration, centralized training, talent exhibition and domain confirmation, creation, and post creation. The factors of early positive experiences, assistance from scientific research, and utilization of critical developmental period may have a significant influence on the five stages. Creative thinking, creative personality, and creative social context are three critical creative qualities. Constructing creative environment, implementing creative education, cultivating creative ability and shaping creative personality are important methods of cultivating creative talents. Activities curriculum, creative classroom teaching innovation and combination of high school and university are three effective cultivation models for creative talents. [ABSTRACT FROM AUTHOR]

In Chinese colleges, there exist many problems on the guiding principle, content of courses, methods of psychological experiment teaching (PET), which influence the efficiency of teaching negatively. After the thorough analysis on the need and characteristics of psychological experiment teaching, the researchers propose that the innovation of PET should be implemented with the guidance of research-based teaching theory, understand the targets of experiment teaching holistically, unscramble the relation between the experimentation curriculums, carry out the aim of PET in three phases, utilize the apparatus sufficiently and explore creative method of teaching. [ABSTRACT FROM AUTHOR]

Background: In 2000, Hong Kong launched the Education Reform. One of the main objectives is to foster the creativity of the students. Nonetheless, we need a team of creative teachers who will help develop the creative skills of students. Past research shows that many teachers do not know how to develop the creative skills of their students. Aims: This project aims to enhance teachers' awareness of a more "creative" pedagogical approach and to develop students' creative skills. Torrance's Incubation Model in Creativity is the underpinning theory in developing these language lessons. This model includes a 3-step learning process: arousing expectation, digging deep and extending learning experience. When we plan the lessons, we have a clear focus on developing students' creativity, and to help teachers teach effectively. Objects: Teachers and students in primary from primary five, primary six, secondary one, two and three from four schools are included in this project. Method: The preparations of lessons are participated by teachers and researchers. The lessons had been implemented by all teachers concerned. The project is divided into 4 stages in two years. The assessment of the project includes class observation, discussion with teachers and works of students. Results: The first two stages of this project have been completed. This article focuses on the implementation of a unit teaching in the form 1 class of a secondary school. After going through a spiral process of learning, students not only grasp the meaning of the modern poetry, develop their thinking skills and other creative skills, they are able to write their own poetry. Some students take an interest in poetry and carry on the reading by themselves. Conclusion: Teachers facilitate students' learning. Their commitment of the teaching profession and their willingness in trying new pedagogical approach affect the learning motivation and attitude of the students. We find that Torrance's incubation model of creativity development is a more comprehensive one compared to other models. [ABSTRACT FROM AUTHOR]