课堂创造力氛围的测评

发布时间：2018-05-17 23:37

本文选题：创造力 + 课堂氛围　；参考：《华东师范大学》2017年硕士论文

【摘要】：各国先后提出的核心素养框架无一不强调创造力的重要性。随着研究的深入,有关创造力的研究重心从"什么是创造力"转变为"哪里有创造力",即什么样的氛围能够激发创造力。课堂作为学生的主要学习场所,什么样的课堂氛围能够激发学生创造力以及目前的课堂氛围是否具备了支持创造力表达的特征,是教育者所关心的问题。为解决这一问题,本文欲开发课堂创造力氛围测评工具,以期作为今后课堂创造力氛围研究的工具基础,方便教育者了解如何构建支持创造力表达的环境以及目前课堂创造力氛围现状如何。首先,本文经文献梳理,构建我国课堂创造力氛围理论框架;其次,充分考虑传统与新型课堂特征,建立课堂创造力氛围理论框架——课堂模式双向细目表。基于该表,编制课堂创造力氛围观察表、学生量表和教师量表,并以上海市初中师生为被试,经认知访谈、试测等修订量表和观察表;然后,基于经典测量理论与项目反应理论验证学生和教师量表信效度,其后检验观察表的重测信度、评分一致性、与学生量表等的关系,以验证观察表测量学质量;最后,基于测试数据,总结分析课堂创造力氛围现状。主要结论如下:1.经相关研究梳理、比较与分析,构建出课堂创造力氛围理论框架,包含6维度:合作互助、鼓励自评、允许接受、自主参与、无时间压力、充分思考。该理论框架的合理性能得到数据验证。2.学生与教师量表总体结构清晰合理,题目拟合较好,内部一致性较高。因教师样本量少,故教师量表的SEM拟合有待进一步检验。观察表与学生量表各维度呈中相关,分数分布较一致;观察表与教研室主任评价相对一致,能有效区分课堂创造力氛围的高低;观察表具备较高的重测信度和评分者一致性。3.教师忽视学生的自主性,课堂缺乏生生互动,如学生自我评价不足、合作学习缺失、思考时间不够,导致课堂创造力氛围较低;高年级、理科课堂创造力氛围分别低于低年级、文科课堂;观察表能够提供较教师判断更真实客观的课堂创造力氛围数据。
[Abstract]:All countries have put forward the core literacy framework to emphasize the importance of creativity. With the deepening of the research, the focus of research on creativity has changed from "what is creativity" to "where is creative", that is, what kind of atmosphere can stimulate creativity. As the main learning place of students, what kind of classroom atmosphere can stimulate students' creativity and whether the present classroom atmosphere has the characteristics of supporting creativity expression is a question that educators are concerned about. In order to solve this problem, this paper intends to develop an assessment tool for classroom creativity atmosphere, which is expected to be the tool foundation of classroom creativity atmosphere research in the future. Convenience educators understand how to build an environment that supports creative expression and the current situation of classroom creativity. Firstly, this paper constructs the theoretical framework of classroom creativity atmosphere by combing the literature. Secondly, considering the traditional and new classroom characteristics, it establishes the theoretical framework of classroom creativity atmosphere, which is a two-way detailed list of classroom models. Based on this table, the observation form of classroom creativity atmosphere, the student scale and the teacher scale are compiled, and Shanghai junior middle school teachers and students are taken as subjects. The scale and observation form are revised by cognitive interview and test. Based on the classical measurement theory and item response theory, the reliability and validity of the student and teacher scale are verified, and the reliability of the observation table, the consistency of the score, and the relationship with the student scale are then tested to verify the measuring quality of the observation table. Based on the test data, the present situation of classroom creativity atmosphere is summarized and analyzed. The main conclusions are as follows: 1. By combing, comparing and analyzing the relevant studies, the theoretical framework of classroom creativity atmosphere is constructed, which includes six dimensions: cooperation and mutual assistance, encouraging self-evaluation, allowing acceptance, independent participation, no time pressure, full thinking. The reasonable performance of the theoretical framework is verified by data. The overall structure of the student and teacher scale is clear and reasonable, the title fit is good, and the internal consistency is high. The SEM fitting of teacher scale needs to be further tested because of the small sample size of teachers. The observation table and the student scale were related to each dimension and the score distribution was consistent; the observation table and the director of the teaching and research department were relatively consistent and could effectively distinguish the classroom creativity atmosphere; the observation table had high test-retest reliability and the consistency of the raters. 3. Teachers ignore the autonomy of students, lack of interaction between students in the classroom, such as insufficient self-evaluation, lack of cooperative learning, insufficient thinking time, resulting in a lower atmosphere of classroom creativity. The liberal arts classroom; observation tables can provide more realistic and objective classroom creativity atmosphere data than teachers' judgment.
【学位授予单位】：华东师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G424.21

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