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[.]
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 level Code: 9.14.01.10 SUMMARY OF DOCTORAL THESIS OF EDUCATION HANOI, 2023 THE WORK WAS COMPLETED AT HANOI NATIONAL UNIVERSITY OF EDUCATION Scientific instructors: Professor.Dr Le Phuong Nga, Hanoi National University of Education Associate Professor Dr Chu Thi Thuy An, Vinh University Reviewer 1: Associate Professor Dr.Tran Thi Hien Luong The VietNamNational Institute ofEducationSciences Reviewer Associate Professor Dr.Pham Thi Thu Huong Hanoi National University of Education Reviewer 3: Associate Professor Dr.Bui Minh Duc Hanoi 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 LIST OF WORKS ANNOUNCED BY THE AUTHOR RELATED TO THESIS THEME 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 Journal, No 162 in October, 2020 [9] Vu Trong Dong, Building and using rubric essay assessment for primary students descriptive essay, Teacher of VietNam scientific Journal, No 163 in November, 2020 [10] Vu Trong Dong, Learning about teaching writting skills to pupils from grade to grade in Vietnamese textbooks of Canh Dieu books, 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 textbooks of Canh dieu, Teacher of VietNam scientific Journal, No 185 in September, 2022 Published books TT Tên sách Tiếng Việt – tập Nhà xuất Năm Tác giả/ xuất đồng tác giả Ho Chi Minh University of Education Publishing 2023 Co-author Ho Chi Minh University of Education Publishing 2023 Co-author Ho Chi Minh University of Education Publishing 2023 Co-author Tiếng Việt – tập Ho Chi Minh University of Education Publishing 2022 Co-author Sách giáo viên Ho Chi Minh University of Education Publishing 2022 Co-author Luyện viết – tập Ho Chi Minh University of Education Publishing 2022 Co-author Vở tập Ho Chi Minh University of Education Publishing 2022 Co-author Thực hành Tiếng Việt VietNam Natiolnal University 2022 Press, Ha Noi 3- tập 1, tập Co-author Giúp em học Tiếng Hue University Publishing House Việt – tập 1, tập 2022 Co-author 10 Giúp em học Tiếng Hue University Publishing House Việt – tập1, tập 2022 Co-author 11 Thực hành Tiếng Việt Hue University Publishing House 2- tập 2022 Co-author 12 Phiếu ôn luyện cuối VietNam Natiolnal University 2022 tuần Tiếng Việt 2–tập Press, Ha Noi Co-author (Bộ sách Cánh Diều) Sách giáo viên Tiếng Việt – tập Vở tập Tiếng Việt – tập Tiếng Việt – tập Tiếng Việt – tập 1 INTRODUCTION Rationale 1.1 The General Education Program 2018 identifies Vietnamese as a 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 1.2 For writing activities, writing is an activity that requires high 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 1.3 In the elementary Vietnamese curriculum, writing paragraphs and 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 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 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 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 primary school pupils 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 Scope of the study - Research on creative writing teaching problems for narrative and descriptive writing genres in grades 3, 4, and - 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 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 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 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 Structure of the thesis In addition to the Introduction, Conclusion, References and Appendix, the thesis consists of 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 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 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 10 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 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 11 consisting of specific steps; view teaching creative writing as teaching a practical skill; consider teaching creative writing as teaching to express (reveal) imagination and emotions; consider teaching creative writing as teaching the formation of a specific capacity Research works have shown the ways, methods and processes of teaching writing in a creative direction The common point of the authors is the consensus that creative writing is work that can be learned The premises help the thesis to recognize the shortcomings There is a lack and inadequacy in applying creative writing teaching perspectives in the current practice of teaching writing for primary school students This is the basis for the thesis to deploy the research problem The thesis has established a theoretical framework as a basis for the implementation of the topic The key concepts of the thesis are: creativity and creative capacity, creative writing, teaching creative writing, units involved in creating texts (sentences, paragraphs, texts) and the process of creating texts document making, ability to create documents; narrative and descriptive writing in elementary school; … Factors affecting the teaching of creative writing in primary schools such as the characteristics of primary school students; the role of experiential activities in teaching creative writing; The role of interest in creative writing presented in the theoretical basis is also very important for the topic Along with the theoretical basis, the thesis has also built a practical basis for the topic from the following angles: the requirements of teaching writing in primary school; creative writing teaching content in Vietnamese textbooks (according to 2006 program and 2018 program); The reality of creative writing teaching of teachers and students in primary schools The survey results on the current situation of teaching creative writing in primary schools show that the majority of primary school teachers are only interested in the results of their writing, but less on the writing process and on measures to help students improve their writing skills creative writing This is an important basis for the thesis to propose measures to teach creative writing for elementary students in chapter 12 Chapter SOME MEASURES TO IMPROVE EFFICIENCY OF TEACHING CREATIVE WRITING TO PRIMARY PUPILS 2.1 Organizing experiential activities to generate ideas and writing contents 2.1.1 Organizing experiences for pupils through excursions and picnics The processes of experiencing through sightseeing and picnics can follow the following steps: Step 1: Preparing - Agreeing on rules and regulations - Defining clearly the purposes of the experience (what is the experience for?) - Preparing the time and the place to experience - Pupil's tasks (what pupils must do, what must be achieved through experience) Step 2: Practicing thematic experience - Dividing into groups, and organizing for pupils to experience according to specific goals at the experience site - Requiring pupils taking notes and interacting according to the instructions to get information, which should be combined with the use of practice sheets to save time - Encouraging and creating opportunities for pupils to express their feelings and emotions through a system of questions, exercises, and special activities during the tour and picnic Encouraging pupils to understand why they have such feelings and attitudes Besides, it can help pupils express their feelings through indirect ways of telling and describing when visiting Step 3: Evaluating and summarizing 2.1.2 Organizing experiences for pupils through integrating experiential activities in writing practice Each the writing lesson has its own goals, so the integrated experiential activities in each learning hour must be refined and appropriate to the lesson goals as well as the pupils Teachers also need to flexibly adjust the way of impact in necessary cases to increase pupil learning effectiveness In addition, the integration of experiential activities in the writing lessons should be implemented as early as learning projects for pupils to prepare, 13 get used to approaching, practice, feel the "breath of their lives" life” purposefully, an important factor to create creativity in his writing 2.1.3 Organize knowledge-accumulating experiences with exercises Creative writing teaching content is divided into many levels In order to help students write well, teachers must help them master the knowledge-skills circuits, specifying groups, types, types of exercises and up to each specific exercise through organizing for students to write well I experience these types of exercises 2.1.4 Organizing the experience through reading popular works that are age-appropriate "If you don't get along with poetry, you can't hear its true heart" (Le Tri Vien) Pupils experience through reading their favorite works that this help them immerse themselves in the story situation, and put themselves in the position of the characters They need consider about how to behave in each specific situation At the same time, they will learn how to react appropriate behavior or avoid inappropriate behavior of the character that the author built in the story 2.2 Building up creative writing topics suitable for learners 2.2.1 Building up many articles according to topics and themes Instead of describing scenes, describing people, trees, animals we build up articles on many topics These topics can be built in a concentric fashion, throughout the Primary classes, in a spatially expanded, studentcentered fashion, starting with the pupils themselves, their families, their friends, school, the world around , combined with personal feelings, integrating description, narrative, and expressive requirements Topics can be Pupils; Family; School; Country; The earth From those topics, build sub-topics in each topic such as favorite things, friendship, memories, personal and feelings; animals and plants; famous people; create stories (use imagination) In our opinion, with these types of topics, children will freely use their creative imagination in building plots and expressing emotions We can also feel their thoughts, feelings, and desires through their writings, and use them for many different levels and classes (of course, for each grade level, we must be able to build rubrics to evaluate the article appropriate to 14 the level of that class) These topics also help us avoid copying sample essays created according to traditional themes 2.2.2 Building up a model and teaching pupils to write essays according to the “sample” "Practicing by model" is one of the important methods of language teaching in general and teaching the writing lessons in particular If you know how to apply it at the right time and in the right place, the "sample" will bring positive effects To copy, pupils will lose their innocent and honest feelings, which leads to lies, coping, and fake scores for Vietnamese learning results and the writing lessons Teachers need to properly understand the model and the role of the model in teaching Teachers can create a “simple” by providing a predefined "framework" That framework can be a sample paragraph in the topic that has the effect of suggesting and stimulating creativity for children This can also be a basic outline on which, along with illustrations, pupils rewrite the text in their own language, expression, and imagination to create an own product with unique 2.2.3 Build/transform articles by changing requirements Changing the form of expression Instead of asking pupils to retell the story they have read, we can ask pupils to retell the story in the style of adapting the read poem to a story, or vice versa (telling the story in the form of a poem, rhyme) for example “To tell me the story of the Golden Calf and the White Goat” or to write a short poem about the little soldiers in the reading Stay with the war zone (TV3, T2, page 78) This is a relatively new way of setting out the topic, through reading (receiving) the content., pupils will reconstruct the content of a poem or story through their own narrative (writing) Adapting a story from poetry to prose or from prose to poetry (rhyme) is a way to change the form of expression of the work This way of making topics stimulates children's creativity, they can release their imagination to build stories and poems in their own way Creating the topics about changing the role person of communication Changing communication roles is to create conditions for pupils to put themselves in different communication roles, thereby being creative in creating different communication situations and targets 15 Example: Topic on “A fox sneaks into a shop and steals food but an unexpected thing happened Now you look at the pictures and tell the story according to your imagination in the role of a fox, a shop owner or a person telling stories” With this topic, pupils can choose the role of Fox, tell their story, come up with an ending to escape and draw lessons for themselves You can choose to play the shop owner, expressing satisfaction at having fooled the Fox You can also choose the role of the narrator, thereby creating a logical ending for the story in your own way Modifing the topic on a way that changes the purpose, context, and content Modifing the topic by changing the purpose, context, or content through the requirements of the topic is also a way to create excitement and develop children's great creativity There are many the writing topics that can be changed in this direction for example with the story of the Golden Calf and the White Goat, when changing the content, we can have pupils imagine the results of the search for the White Goat by the Yellow Calf, build a happy ending It is also possible through the role of the White Goat, to tell about his adventures, the difficulties he encountered until he met the Golden Calf Thus, instead of the default content of the White Goat in distress, never returning, pupils can build a humane ending with compelling details that are beyond the available contents 2.2.4 Building up the topics in the opened directions Most of the writing topics in primary schools today are often very stereotyped and have little creativity and applicability In particular, they don't know how effective their writing is in life, how to apply it When we teach pupils to write, we often get stuck because we don't know how to start with the request If they make a topic like in a textbook, pupils are often not interested in doing it, the effectiveness of those articles is hardly high, and their creativity does not have the opportunity to show To help pupils break away from sample essays, develop creative writing skills, and creative ability, we build some open-ended exercises (Please see these types of assignments in the full Thesis) 16 2.3 Instructions on how to write creatively for each part of the essay 2.3.1 Instructions on how to write creative opening articles For narrative essays, we suggest ways to open the story as follows: - Begin with an action and/or dialogue - Begin by asking one or more questions - Begin by describing the setting in the story - Begin with basic information about the story that captures the reader's interest - Let the main character introduce himself in an impressive way For descriptive essays, we suggest ways to open the essay as follows: - Start with a special and outstanding feature of the described object - Start with one or more questions - Start with a special impression with the object described - Begin by comparing the described object with other objects of the same type 2.3.2 Building a Creative Body 2.3.2.1 How to write the body of a narrative essay (a story) A narrative essay, a compelling story usually has a structure of elements: A Orientation; B Conflict; C Action; D Problem Solving and E Closing These factors are shown in the following diagram: If the guiding element (A) is considered as the introduction, and the closing element (E) is the conclusion, then the content of the story, article, or body will be Conflicting elements (B) ), action (C) and problem solving (D) Thus, to write a good narrative body, students need to be able to answer basic questions: - What happened? or What's the problem with the Story? (Conflict) 17 - What did the character (or characters) to solve the problem, "untie the knots" in the conflict? (Act) - What makes it all work? To help students answer these questions, we build the following types of exercises: - The exercise provides a part of the story elements - Exercises to write the missing elements in the story 2.3.2.2 How to write the body of a descriptive essay A descriptive essay, the body is the main description of the object, the body can be one or more closely related paragraphs If it is multiple paragraphs, each paragraph will describe a part of that descriptive object (for example, when describing a flower, the body of the article can be divided into short paragraphs describing the color, scent, shape, etc of the flower, etc that flower.) The body of the essay describes the answers to the following questions: - What does the object described (person, thing, scene…) look like? (General description) - What are the outstanding features of the described object (person, thing, scene…)? (specific description) With descriptive texts, to help students write well the body of the essay, we build the exercises in a way that gives them a verbal or pictorial introduction, asking them to describe by answering Suggested questions such as: - What does that object (generally, from a distance, from the outside) look like? - What is special about the external factors (shape, color, size…); - What are the internal factors (scent, action, habit ) of it? Develop and refine the answers by adding artistic techniques (presented in writing practice) or giving some words/requirements and students must use words or perform that request 2.4 Developing criteria with rubric for testing and assessment A rubric is a modern assessment tool, and a detailed scoreboard that fully describes the criteria that learners need to achieve With the rubric board, pupils can easily and actively plan their own learning when approaching the lesson The teaching processes have since become more 18 active under the direction of rubric On the other hand, pupils are formed with the right learning motivation when they realize their own advantages and limitations when comparing and contrasting their own products with the evaluation criteria On the contrary, through rubrics, teachers also get objective and accurate assessment information to help closely control learners' progress to take timely support measures When using rubrics, the gap between teachers and learners, between teaching and learning can be narrowed Rubrics make learning clearer, purposeful, organized, and controllable From this, we have built rubrics to evaluate pupils' writing in order to improve the effectiveness of teaching creative writing (please see rubrics in full thesis) Conclusion of Chapter Starting from the theoretical basis of teaching creative writing and the survey results on the current situation of teaching creative writing in primary schools, the thesis has proposed groups of measures to develop creative writing capacity for primary school students , that is: - Organizing experiential activities to accumulate knowledge and living capital for primary school students - Building creative article topics - Instructions on how to write creatively for each part of the essay - Change the way of assessment, provide "output standards" for the article, and at the same time ensure objective, accurate and timely assessment and record students' progress through rubrics build In each group of measures, we have clearly defined the basis for proposing the measure, describing in detail the content and method of implementing the measure with specific exercises, helping teachers to easily apply it in practice teaching These four groups of measures, can be considered as four steps in the time process to teach students to write, before, during and after writing In our opinion, this division is only relative, the application of these measures in teaching creative writing must be selective and coordinated to best suit the specific students of the school and must be based on the principle of taking into account the highest practical effectiveness when teaching creative writing to learners 19 Chaper ORGANIZING PEDAGOGIC PRACTICE 3.1 Overview of pedagogical experiment 3.1.1 Experimental purpose The purpose of the experiment is to verify some properties of the solutions and contribute to proving that the scientific hypothesis stated in the thesis is correct The properties of the solutions to be verified here are: a) Feasibility, i.e usability in practice of each solution b) Efficiency, ie the results that each solution brings Experiments must prove a scientific hypothesis that solutions can improve the effectiveness of teaching creative writing for students, 3.1.2 Content and method of experimentation The experimentation of measures is conducted in two different ways: Option one, we use independent measure groups The second way, we conduct a synchronous coordination of measures Start by igniting students' interest in learning, changing the way the topic is formulated, guiding how to write the introduction, body, and conclusion; rubric evaluation 3.1.3 Experimental subjects and locations Our thesis selected experimental subjects were students from grades to When selecting experimental subjects, we paid attention to selecting students in areas with high levels of economic and cultural development, different society In each area, we choose classes and subjects with diverse levels of learning ability The control classes also have similar basic conditions to the experimental classes (in terms of teaching conditions, capacity of teachers and students ) To ensure that the data and conclusions drawn from the comparison and contrast of two types of experimental and control classes on teaching effectiveness have scientific value * The area of experimental exploration and teaching experiment is Ho Chi Minh city and provinces: Thanh Hoa, Nghe An, Ha Tinh, Binh Duong We selected elementary schools to represent the regions 3.1.4 Experimental time Starting from the second semester of the 2016-2017 school year, we conducted a survey of the creative writing ability of primary school students through the selection of topics for each grade (grades to 5), Ask the homeroom teacher to let the students the homework and collect 20 it We then graded and classified 1304 students' writing, combined with teacher interviews to get an overview of primary school students' creative writing ability In the round and round experiments, we conducted it at the same time in many different schools, and each school had a different experimental time depending on the content we chose The time to conduct the experiment for schools applying only independent measures is from the beginning of the first semester of the 2018 - 2019 school year For classes applying synchronously coordinated measures, it is from the beginning of the 2019 - 2020 3.2 Experimental organization The experimental process was carried out in many localities, paying attention to the regional and long-term differences, so it encountered some difficulties, of which the biggest difficulty was the impact of the Covid-19 epidemic leave students out of school to cope However, overcoming all those difficulties, the experiment was completed and gave good results When using groups of measures and synchronous coordination, the author found that students were clearly interested in writing lessons (the activity pictures in the appendix partly show this) The use of mathematical statistical methods shows that the quality of students' writing is significantly improved (the quality of this article is evaluated according to the rubrics built, paying attention to the creativity in the writing of the students) children Conclusion of chapter In chapter 3, to test the feasibility and effectiveness of the proposed measures, we choose to experiment with these measures on a large scale, specifically in Thanh Hoa, Nghe An, and Ha Tinh provinces , Binh Duong and Ho Chi Minh City This large-scale experiment is to ensure that students from different regions in terms of economic and social conditions, have students in urban areas, rural areas, and all regions of the country Because experimental content is the measure of teaching writing, as analyzed, writing has its own characteristics, creative writing skills cannot be formed after a lesson or a week Therefore, in the experimental process, we conduct many rounds for a long time, to ensure the quality assessment of experimental subjects At the same time, we also conduct experiments in many different ways, 21 Initial experimental results show that creative writing teaching methods have had a positive impact on improving students' writing After the experiment, the results of their writing were improved For the individual implementation of each measure, we found quite good results And when applying synchronously, at the same time, many measures on a group of subjects, the results show that the quality of the students' writing is much better Quantitative and qualitative analyzes with scientific measurements and tests of experimental results presented in Chapter have confirmed the effectiveness of the groups of creative writing teaching methods proposed by the author export At the same time, once again indirectly asserting that "creative writing can be taught" and "there is a process" to teach students to this work The experiment also confirms the correctness of the scientific hypothesis that the topic offers 22 CONCLUSIONS AND RECOMMENDATIONS CONCLUSIONS Writing is an important skill in human language communication skills In elementary school, this is a skill that in the process of teaching, teachers and students face difficulties When writing, students must synthesize all the knowledge and skills learned in other subjects and other lessons of Vietnamese In particular, for literary writing skills, students also have to mobilize both living capital, understanding capital, literary capital as well as aesthetic emotional ability, personal creativity Teachers are often confused in guiding students to the writing process, using methods to practice writing skills for students, etc The 2018 GDPT program in Literature emphasizes writing skills, including creative writing skills for students Objectives and requirements for writing skills, including creative writing, have been specified in the Vietnamese textbooks of primary schools However, because this is a new content teaching writing, for a long time, it is being viewed from many different points of view; there is a lack of systematic research on teaching creative writing in primary schools; Primary school teachers are still much confused; The quality of students' creative writing is not high The topic "Teaching creative writing for primary school students" is therefore a highly scientific and practical topic The thesis has clarified the theoretical basis of teaching creative writing through the analysis of perspectives on teaching writing both at home and abroad, key concepts in teaching writing such as creativity and competence creative force; creative writing; teaching creative writing; units involved in creating documents (sentences, paragraphs, texts); document creation process; ability to create documents; narrative and descriptive writing in primary school; At the same time, the thesis also points out factors affecting creative writing teaching in primary school such as characteristics of primary school students, the role of experiential activities in teaching creative writing, the role of interest in creative writing This is an important theoretical basis to help the thesis propose measures to improve the effectiveness of teaching creative writing for primary school students The thesis builds a practical basis for the topic from analyzing the requirements of teaching writing in primary schools in the 2018 Literature 23 program; creative writing teaching content in Vietnamese textbooks (according to 2006 program and 2018 program); Carrying out surveys on the practice of teaching creative writing in the form of: questionnaires, interviews, time attendance, analysis of students' writings The survey results show that teachers are less interested in organizing creative writing teaching for students, and many teachers not really know how to this work The assessment of students' writing also shows that the number of articles that meet the requirements for creativity is not high From research practice and survey results, based on the principles of teaching writing and the psychological and physiological characteristics of primary school students, the thesis conducts research and proposes groups of measures: Organization experiential activities to create ideas, writing content; Develop creative writing topics suitable for learners; Instructions on how to write creatively for each part of the essay; Building criteria for articles through rubric test and evaluation; to help develop creative writing skills for elementary students For each measure, we analyze the basis of the proposed measure, the content and implementation of the measure, and illustrative exercises This analysis and description provide teachers with basic understanding of the measures as well as how to apply those measures in the practice of teaching creative writing in primary schools The measures proposed by the thesis have been tested at primary schools representing urban, mountainous and rural areas in provinces and cities: Thanh Hoa, Nghe An, Ha Tinh, Binh Duong and Ho Chi Minh City The experimental results have proved the feasibility and effectiveness of the groups of measures that we propose, and at the same time, the scientific hypothesis of the thesis is correct Experiments also show that when teachers have firmly grasped and thoroughly understood the purposes and effects of the measures, the organization for students to practice creative writing will be highly effective The product (student's writing) shows more creativity in terms of both content and form ECOMMENDATIONS For primary school teachers In order for creative writing teaching methods to be highly effective, teachers need to be proactive in choosing a measure or group of measures suitable to the actual conditions of their class The topics and examples 24 proposed in the measures are for reference only, teachers must base on the orientation of the measure to develop a plan to organize experiential activities, develop appropriate essay topics Boldly apply new teaching methods and techniques in each lesson, while paying attention to the development and differences of each student Commenting and evaluating essays (students' creative writing products) need to be done differently from the traditional way Do not evaluate based on the teacher's feelings, but based on the built Rubrics Gradually move from teachers commenting on students to students evaluating each other's work as well as letting students self-assess their own work, from which students can make suggestions and selfcorrect their own writing to ensure the creativity of the article It is even possible to provide rubrics for students to rely on when developing ideas and writing articles For educational management agencies and groups of authors compiling Vietnamese textbooks The 2018 philology education program has been deployed across the country, the new primary Vietnamese textbooks for grades 1, 2, and have been completed and put into teaching The program clearly shows positive innovation points in teaching content and methods, towards developing learners' capacity The application of creative writing teaching methods for students that the thesis proposes both in teaching and compiling textbooks for the next classes is necessary in the present time There should be a training plan for teachers to master the requirements of teaching creative writing, methods, and measures to improve the quality of teaching creative writing, especially in the early stages of program implementation new With the requirements to be met set out in the 2018 GDPT program and the 2018 Language Arts program, continuing to implement and research additional creative writing teaching methods in subsequent studies is a great job necessary It is necessary to create conditions to encourage research on this content