发散思维训练对62名初一学生创造力的影响

发布时间：2019-06-14 23:36

【摘要】：目的:探讨发散思维训练对创造性个性和创造性思维的影响,探索培养创造力的有效途径。方法:以119名初中一年级学生为被试,对62名(实验班)学生进行发散思维训练,57名(对照班)学生不进行发散思维训练。采用托伦斯创造思维测验、中学生创造性个性测验、学生发散思维测验,对两班学生于实验前后施测。结果:训练前,实验班和对照班学生创造性个性和创造性思维测验、发散思维测验总评分差异无统计学意义(9.3±2.1/9.1±1.9,t=1.47,P=0.293;9.1±0.8/8.4±0.5,t=5.21,P=0.291)。训练后,实验班学生创造性个性和创造性思维测验评分较对照班提高(10.5±1.9/9.4±2.1,t=2.96,P0.01);训练后发散思维测验评分实验班高于对照班(11.0±1.8/8.8±1.8,t=7.69,P0.01)。结论:发散思维训练对提高学生的创造力是有效的。
[Abstract]:Objective: to explore the influence of divergent thinking training on creative personality and creative thinking, and to explore an effective way to cultivate creativity. Methods: 119 students in the first grade of junior middle school were selected as subjects. 62 students (experimental class) were trained in divergent thinking, and 57 students (control class) were not trained in divergent thinking. Tolens creative thinking test, middle school students creative personality test, student divergent thinking test were used to test the students in two classes before and after the experiment. Results: before training, there was no significant difference in the total scores of creative personality and creative thinking test and divergent thinking test between the experimental class and the control class (9.3 卤2.1 卤9.1 卤1.9, t = 1.47, P = 0.293 卤9.1 卤0.8 卤8.4 卤0.5, t = 5.21, P 鈮，

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