發(fā)布時間：2018-06-25 06:30

  本文選題：創(chuàng)造力 + 流暢性�。� 參考：《山東師范大學》2017年碩士論文

【摘要】：創(chuàng)造力是指產出新穎有用的產品的能力(Amabile,1984),是當代人類社會創(chuàng)造活動的靈魂和核心,創(chuàng)造力的培養(yǎng)不僅關系個人的成長,也關系到國家的繁榮富強。因此探究個體創(chuàng)造力的影響因素及其作用機制有助于科學培養(yǎng)學生的創(chuàng)造力。班級是中小學生學習和生活的主要環(huán)境,教師是班級組織的管理者和學習的引導者,對學生創(chuàng)造力的培養(yǎng)具有重要作用。相關研究表明,教師帶來的創(chuàng)造性教學行為影響學生的創(chuàng)造力(吳潔清,2015)。創(chuàng)造力研究的匯合取向認為環(huán)境因素和個體因素在解釋創(chuàng)造力的變異上具有重要作用。創(chuàng)造力生態(tài)系統模型則進一步指出,環(huán)境因素通過個體因素作用于個體的創(chuàng)造力,而創(chuàng)意自我效能作為重要的個體因素,是指個體對于自己從事特定活動任務是否具有產生創(chuàng)意作品的自我評判。研究表明創(chuàng)意自我效能正向預測學生創(chuàng)造力(王曉玲,張景煥,初玉霞,劉桂榮,2009)。本論文以創(chuàng)造力生態(tài)系統模型和匯合取向為理論框架,擬從個體和環(huán)境兩個方面著手,考察創(chuàng)造性教學行為、中小學生創(chuàng)意自我效能與其創(chuàng)造力的關系機制,以期為中小學生創(chuàng)造力的培養(yǎng)提供借鑒。本研究采用rCAB創(chuàng)造力測驗,創(chuàng)造性教學行為自評量表和創(chuàng)意自我效能問卷對濟南市和濱州市5所學校的37個班級計1092名中小學生進行調查。采用多層線性模型(HLM)在班級水平上檢驗創(chuàng)意自我效能在教師創(chuàng)造性教學行為與中小學生創(chuàng)造力之間的中介作用,得出以下結論:1在創(chuàng)造力總體水平以及創(chuàng)造力的三個維度上,性別差異只體現在靈活性維度上,具體表現為女生靈活性高于男生。在創(chuàng)造力總體水平上年級差異顯著,具體表現為7、8、10年級的創(chuàng)造力顯著高于4、5、6、11年級,11年級創(chuàng)造力顯著高于4、5、6年級;在創(chuàng)造力的三個維度上,7年級和10年級流暢性顯著高于4、5、6、8、11年級,而5、8和11年級流暢性顯著高于4、6年級;7年級獨創(chuàng)性顯著高于4、5、6、8、10、11年級,而8、10、11年級顯著高于小學三個年級;7、8年級靈活性顯著高于4、5、6年級、10年級、11年級,而5、10和11年級靈活性顯著高于4、6年級。2創(chuàng)造性教學行為各維度與創(chuàng)意自我效能總體水平顯著正相關,創(chuàng)造性教學行為各維度與創(chuàng)造力總體水平及其三維度顯著正相關,創(chuàng)意自我效能總體水平與創(chuàng)造力總體水平及其三維度顯著正相關。3在班級層面上,教師創(chuàng)造性教學行為各維度顯著正向預測中小學生創(chuàng)意自我效能總體水平。4在班級層面上,教師創(chuàng)造性教學行為通過影響中小學生創(chuàng)意自我效能從而作用于個體創(chuàng)造力,這一中介作用具體體現在流暢性、獨創(chuàng)性和靈活性維度上。
[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.
【學位授予單位】：山東師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：B848

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本文編號：2064989