本文選題：高校 + 工業(yè)設(shè)計��； 參考：《浙江工業(yè)大學(xué)》2014年碩士論文

【摘要】：工業(yè)設(shè)計專業(yè)注重對學(xué)生創(chuàng)造力的培養(yǎng),創(chuàng)造性人格是創(chuàng)造力的重要方面,并且人與人之間存在一定的差異,因此需要進行針對性的教育教學(xué)。對于創(chuàng)造性人格的研究可以更好的服務(wù)設(shè)計教學(xué),滿足社會對于高素質(zhì)創(chuàng)造型人才的需求,同時為學(xué)生未來職業(yè)發(fā)展打下堅實基礎(chǔ)。 本研究選取在杭開設(shè)工業(yè)設(shè)計專業(yè)的幾所代表性高校進行調(diào)研,通過量表測試對幾所高校的在校學(xué)生進行數(shù)據(jù)收集整理,統(tǒng)計分析發(fā)現(xiàn)威廉斯創(chuàng)造力傾向的各分項及總分在性別和年級的比較中沒有顯著性差異,僅挑戰(zhàn)性這一項在不同專業(yè)類別之間有顯著性差異,其他均無顯著性差異。16項人格因素的數(shù)據(jù)比較中,女生在聰慧性、敏感性、上顯著高于男生,男生在敢為性上顯著高于女生；大二學(xué)生在有恒性上顯著高于大三學(xué)生,大三學(xué)生在緊張性上顯著高于大二學(xué)生；藝術(shù)類學(xué)生在樂群性、興奮性、敏感性、幻想性、世故性上顯著高于理工類學(xué)生,理工類學(xué)生在獨立性方面顯著高于藝術(shù)類學(xué)生。 在威廉斯創(chuàng)造力傾向總分與16PF各分項的比較中,前者(總分)與16PF中的樂群性、穩(wěn)定性、恃強性、興奮性、敢為性、自律性呈現(xiàn)0.01水平(雙側(cè))上的顯著相關(guān)；總分與有恒性、實驗性上呈現(xiàn)0.05水平(雙側(cè))上的顯著相關(guān)；總分與16FP其他各分項沒有顯著的相關(guān)性。 不同專業(yè)類別間學(xué)生存在一定程度的差異性,這是由于不同專業(yè)的特點和學(xué)生成長與教育的環(huán)境相互作用的結(jié)果,這種差異性的存在是客觀和現(xiàn)實的,對于個人創(chuàng)造力的發(fā)揮沒有絕對的優(yōu)劣之分,適度的保持差異是實際的選擇,也是教育多樣性的要求。需要在教育過程中培養(yǎng)學(xué)生獨立解決問題的能力和團隊合作的意識,并且尋找一個平衡點。
[Abstract]:Industrial design majors pay attention to the cultivation of students' creativity, creative personality is an important aspect of creativity, and there are certain differences between people, so it is necessary to carry out targeted education and teaching. The study of creative personality can better serve the teaching of design, meet the needs of the society for high-quality creative talents, and lay a solid foundation for the future career development of students. This research selects several representative colleges and universities that set up the industrial design specialty in Hangzhou to carry on the investigation, through the scale test carries on the data collection and the arrangement to the several universities' students. The statistical analysis showed that there was no significant difference between gender and grade in the subdivision and total score of Williams' creativity tendency, but there was significant difference in challenging item among different major categories. Other data without significant difference. 16 personality factors, girls in intelligence, sensitivity, significantly higher than boys, boys are significantly higher than girls in dares, sophomores are significantly higher in consistency than junior students. Third year students are significantly higher than sophomore students in tension, art students in group music, excitability, sensitivity, fantasy, sophistication is significantly higher than science students, science and technology students in independence is significantly higher than art students. In the comparison of the total score of Williams' creativity tendency with that of 16PF, the former (total score) was significantly correlated with the musical group, stability, excitability, courage, and self-discipline in 16PF, and the total score was significantly correlated with the consistency of the score at the level of 0. 01 (on both sides). There was significant correlation between 0. 05 level (bilateral) and no significant correlation between total score and other sub-items of 16FP. There is a certain degree of difference among students in different major categories, which is the result of the interaction between the characteristics of different majors and the environment of students' growth and education. The existence of this difference is objective and realistic. There are no absolute advantages and disadvantages for the exertion of individual creativity. It is the practical choice and the requirement of educational diversity to keep the difference moderately. There is a need to develop students' ability to solve problems independently and a sense of teamwork in the educational process, and to find a balance.
【學(xué)位授予單位】：浙江工業(yè)大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2014
【分類號】：TB47-4;B844.2

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