introduction

The importance of creative thinking in high school English teaching was emphasized, and it was pointed out that it is a key component of the core literacy of the English subject. The paper cites the viewpoint of Barak u0026 Levenberg (2016), stating that creativity is the core ability of thinking. Wo Jianzhong (2009) proposed that convergent thinking and divergent thinking are test indicators of creativity, while Lin Chongde (2018) emphasized the dialectical unity of divergent thinking and convergent thinking. As a teaching mode, English reading and writing can stimulate students' creative thinking. Wang Chuming (2015) and Chen Kang (2019) analyzed the role of post reading continuation writing from the perspectives of promoting learning effectiveness and college entrance examination objectives, respectively. Huang Zhengcui (2022) explored the relationship between creative thinking and continuation writing from the perspective of problem-solving. The paper aims to enhance the thinking quality of high school students from five dimensions of creative thinking through multiple rounds of reading and writing teaching practice, laying the foundation for cultivating creative talents.

Design ideas for multi round continuation teaching

Introduced the design concept of multi round continuation teaching for high school English based on creative thinking cultivation. Narrative articles are suitable for multi round continuation teaching, promoting creative output by increasing the frequency of interaction with the original content and language understanding. Teaching design includes creative reading, two rounds of continuation writing (group collaboration and individual independence), and evaluation and comparison reading. Creative understanding is a prerequisite for output, and through the cultivation of convergent and divergent thinking, students are guided to deeply understand the discourse. The form of creative output activities has evolved from graphic conception to clear plans, gradually developing into individual independent completion. Two rounds of creative evaluation and reflection sessions help students focus on weak areas, enhance their awareness of self-directed learning and metacognitive abilities, and promote the development of creative thinking skills.

Analysis of the teaching materials

This article introduces a multi round continuation teaching practice based on the reading discourse "After Twenty Years" of Unit 4 Friends forever in the first volume of the compulsory English textbook published by the Foreign Language Research Press. This passage is excerpted from a short story by O. Henry, telling the story of Bob and Jimmy reuniting in New York twenty years later. The teacher supplemented the original text of the novel, and through two hours of continuation teaching, required students to continue writing the opening and ending of the novel, and cultivate students' creative thinking by comparing the ending of the original text.

Teaching objectives

Introduced the teaching objectives of multi round continuation writing in high school English based on the cultivation of creative thinking, including: 1 Students should have a deep understanding of the genre and theme of the story, accurately analyze the characters' personalities and the author's writing intentions, and summarize the known content of the story; 2. Use tools such as mind maps or flowcharts for plot reasoning, imagination, and prediction; 3. Imitate the language style of the preceding text, creatively conceive logically, and complete the continuation; 4. Develop convergent and divergent thinking by imitating O. Henry's narrative style.

instructionaldesign

A detailed introduction was given to the teaching design of multi round continuation writing practice in high school English based on the cultivation of creative thinking. Firstly, through teacher guidance and group collaboration, students can gain a deeper understanding of the text and achieve creative reading. Including pre reading warm-up activities, linking known knowledge and stimulating imagination; Group reading, summarizing what is known and boldly asking questions; Teacher guidance, broadening ideas and deepening understanding. Secondly, through group division of labor and collaboration, utilizing visual thinking tools, creative output can be achieved. Including graphic concepts and clear plans; Division of labor and collaboration, creative output. Then, evaluate and reflect, recognize creative thinking, and focus on weak areas. There are various methods including self-evaluation, peer evaluation, and teacher evaluation. Next, I will independently continue writing and achieve independent creative output as an after-school task. Finally, evaluate and reflect, understand creative thinking and enhance self-awareness. The teacher comments on logical issues, changes the coherence of the comments, shares the unique characteristics of continuation writing, and encourages students to summarize and reflect on the similarities and differences between continuation writing and the original text in groups. The entire teaching design aims to cultivate students' creative thinking, improve their literary appreciation ability, and promote creative output through multiple rounds of continuation activities.

Characteristics and Reflection of Teaching Design

This article introduces the practice of multi round continuation writing teaching in high school English based on the cultivation of creative thinking. Through two rounds of reading and continuation activities, students' creative thinking is cultivated from five aspects: generalization, logic, fluency, flexibility, and uniqueness. The teaching process includes group cooperative learning, individual independent learning, teacher guidance, application of thinking visualization tools, group evaluation, and teacher evaluation. The first round of continuation writing helps students understand the theme and characters of the discourse, and complete reading comprehension and writing; In the second round of continuation writing, students independently operate, adjust their thinking, enrich details, and deepen their understanding of creative thinking. The teaching objectives have been basically achieved, but there are also shortcomings, such as students' unfamiliarity with post reading writing, long reading and ideation time, insufficient vocabulary, and weak language expression ability. In terms of evaluation and effectiveness, this article focuses on teaching design and implementation, and further exploration is needed for the evaluation and research effectiveness of creative thinking.