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On the Training of Creative Thinking in Teaching English Writing: A Case Study in Junior High Schools in China Abstract With the development of technology, creative education gradually becomes a core of education reform in the world. In our country, current education system points out the importance of cultivating students' creative thinking. The English course in compulsory education makes the unity of instrumentality and humanity, which means that this language course needs to pay more attention to the cultivation of students' mind. Based on related literature and experiment, this paper summarizes the current position in the teaching of English writing. That is, it is the test-oriented education rather than the creative education that is concerned more, especially, in English writing. Writing itself is a creative activity, and that requires students to expertly express themselves by the second language, which is a difficult point in the English teaching and learning. Furthermore, we should attach importance to the effects of creative thinking on English writing when students creative thinking is on the upside.47367
Referring to correlated documents, it is explicit that creative thinking can be cultivated by deliberate practice. Thus, the paper is to elucidate effects of the cultivation and drills on creative thinking in English teaching, especially in writing. Comparing several teaching approaches of English writing, it is to try to find out a possible teaching model to promote students' creative thinking.
Through the comparison among three common teaching approaches, the result shows that the procedure approach do better in motivating students' creative thinking than the content approach and the product approach. With corresponding activities, the former is more likely to stimulate students' interests in English writing.
Keywords: creative thinking; English writing; teaching approach
摘要随着科技的发展，创造性教学日渐成为教育改革的核心，我国现行教育制度同样明确指出对学生创造性思维培养的重要性。义务教育阶段的英语课程具有工具性和人文性双重性质。这要求英语课堂更注重对学生思维能力的培养。结合自身实习经历以及相关文献，本文总结了目前中学英语写作教学中面临的主要困境--重视应试教学，而相对忽视对学生独立思考和创新能力的培养，在英语写作教学中，这一现象尤为突出。写作本身就是一个创造性的活动，而英语写作更是要求学生能熟练地运用第二语言言情达意，因而也就成为了教学的难点。在初中学生创造性思维发展处上升期的现阶段，我们更需重视对学生创造性思维发展的引导和培养。
综合已有的相关文献，本文明确创造性思维是可以通过有目的训练得以加强培养的。本文从案例分析入手，综合教学法、心理分析、认知学等方法论，对创造性思维的培养和训练在英语教学（尤其是写作）中的作用进行研究和论述。分析比较三种常见英语写作教学方法，拟在建立行之有效的教学模式，促进学生创造性思维在英语写作中的发展。
实验表明三种常见教学方法各有千秋，相较而言，内容教学法比过程教学法和成果教学法更能激发学生的创造性思维。通过相应的教学活动，前者更能改变学生原有对英语写作的抵触心理，激发学生学习兴趣。
毕业论文关键词：英语写作，创造性思维，教学方式
Contents
1. Introduction 1
1.1 Background 1
1.2 Purpose 1
1.3 Significance 1
2. Literature Review