创造性教学行为、中小学生创意自我效能与其创造力的关系

发布时间：2018-06-25 06:30

本文选题：创造力 + 流畅性　；参考：《山东师范大学》2017年硕士论文

【摘要】：创造力是指产出新颖有用的产品的能力(Amabile,1984),是当代人类社会创造活动的灵魂和核心,创造力的培养不仅关系个人的成长,也关系到国家的繁荣富强。因此探究个体创造力的影响因素及其作用机制有助于科学培养学生的创造力。班级是中小学生学习和生活的主要环境,教师是班级组织的管理者和学习的引导者,对学生创造力的培养具有重要作用。相关研究表明,教师带来的创造性教学行为影响学生的创造力(吴洁清,2015)。创造力研究的汇合取向认为环境因素和个体因素在解释创造力的变异上具有重要作用。创造力生态系统模型则进一步指出,环境因素通过个体因素作用于个体的创造力,而创意自我效能作为重要的个体因素,是指个体对于自己从事特定活动任务是否具有产生创意作品的自我评判。研究表明创意自我效能正向预测学生创造力(王晓玲,张景焕,初玉霞,刘桂荣,2009)。本论文以创造力生态系统模型和汇合取向为理论框架,拟从个体和环境两个方面着手,考察创造性教学行为、中小学生创意自我效能与其创造力的关系机制,以期为中小学生创造力的培养提供借鉴。本研究采用rCAB创造力测验,创造性教学行为自评量表和创意自我效能问卷对济南市和滨州市5所学校的37个班级计1092名中小学生进行调查。采用多层线性模型(HLM)在班级水平上检验创意自我效能在教师创造性教学行为与中小学生创造力之间的中介作用,得出以下结论:1在创造力总体水平以及创造力的三个维度上,性别差异只体现在灵活性维度上,具体表现为女生灵活性高于男生。在创造力总体水平上年级差异显著,具体表现为7、8、10年级的创造力显著高于4、5、6、11年级,11年级创造力显著高于4、5、6年级;在创造力的三个维度上,7年级和10年级流畅性显著高于4、5、6、8、11年级,而5、8和11年级流畅性显著高于4、6年级;7年级独创性显著高于4、5、6、8、10、11年级,而8、10、11年级显著高于小学三个年级;7、8年级灵活性显著高于4、5、6年级、10年级、11年级,而5、10和11年级灵活性显著高于4、6年级。2创造性教学行为各维度与创意自我效能总体水平显著正相关,创造性教学行为各维度与创造力总体水平及其三维度显著正相关,创意自我效能总体水平与创造力总体水平及其三维度显著正相关。3在班级层面上,教师创造性教学行为各维度显著正向预测中小学生创意自我效能总体水平。4在班级层面上,教师创造性教学行为通过影响中小学生创意自我效能从而作用于个体创造力,这一中介作用具体体现在流畅性、独创性和灵活性维度上。
[Abstract]:Creativity refers to the ability to produce novel and useful products (Amabile1984), which is the soul and core of the creative activities of contemporary human society. The cultivation of creativity is not only related to the growth of individuals, but also to the prosperity and strength of the country. Therefore, exploring the influencing factors of individual creativity and its mechanism is helpful to cultivate students' creativity scientifically. Class is the main environment for primary and middle school students to study and live. The teacher is the manager of class organization and the guide of learning, which plays an important role in the cultivation of students' creativity. Relevant research shows that teachers'creative teaching behaviors affect students' creativity (Wu Jieqing 2015). The confluence orientation of creativity research suggests that environmental factors and individual factors play an important role in explaining the variation of creativity. The creative ecosystem model further points out that environmental factors act on individual creativity through individual factors, and creative self-efficacy is an important individual factor. It refers to an individual's self-evaluation of whether he is engaged in a particular activity task or not. The research shows that creative self-efficacy positively predicts students' creativity (Wang Xiaoling, Zhang Jinghuan, Chu Yuxia, Liu Guirong 2009). Based on the creative ecosystem model and convergence orientation, this paper intends to examine the creative teaching behavior, the relationship mechanism between creative self-efficacy and creativity of primary and middle school students from the aspects of individual and environment. In order to provide reference for the cultivation of creativity of primary and middle school students. In this study, 1092 primary and middle school students in 37 classes in 5 schools in Jinan and Binzhou were investigated by rCAB creativity test, self-rating scale of creative teaching behavior and creative self-efficacy questionnaire. Using multi-level linear model (HLM) to test the intermediary function of creative self-efficacy between teachers' creative teaching behavior and creativity of primary and middle school students at class level, the following conclusions are drawn: 1 on the overall level of creativity and the three dimensions of creativity. The gender difference is only reflected in the dimension of flexibility, which shows that female students are more flexible than boys. There were significant differences in the overall level of creativity between grade 7 and grade 10. The creativity of grade 11 was significantly higher than that of grade 11, and the fluency of grade 7 and grade 10 was significantly higher than that of grade 811 in grade 7 and grade 10 in the three dimensions of creativity. The fluency of grades 5, 8 and 11 was significantly higher than that of grade 4, grade 6 and grade 7, and the originality of grade 7 was significantly higher than that of grade 11, and that of grade 8 was significantly higher than that of grade 8 and grade 7 of primary school, and the flexibility of grade 8 was significantly higher than that of grade 10 and grade 11 of grade 4, 5, 6 and 6, respectively, and the flexibility of grade 11 was significantly higher than that of grade 8, grade 7, grade 8 of primary school. However, the flexibility of grades 5, 10 and 11 was significantly higher than that of grade 2. 2. The dimensions of creative teaching behavior were significantly positively correlated with the overall level of creative self-efficacy, and the dimensions of creative teaching behavior were positively correlated with the overall level of creativity and the three dimensional degree of creativity. The overall level of creative self-efficacy is significantly positively correlated with the overall level of creativity and its three-dimensional degree. 3. At the class level, the teachers' creative teaching behavior dimensions significantly positively predict the overall level of creative self-efficacy of primary and secondary school students at the class level. Teachers' creative teaching behavior acts on individual creativity by influencing students' creative self-efficacy, which is embodied in the dimensions of fluency, originality and flexibility.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：B848

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