發(fā)布時(shí)間：2018-05-17 23:37

  本文選題：創(chuàng)造力 + 課堂氛圍��； 參考：《華東師范大學(xué)》2017年碩士論文

【摘要】：各國(guó)先后提出的核心素養(yǎng)框架無(wú)一不強(qiáng)調(diào)創(chuàng)造力的重要性。隨著研究的深入,有關(guān)創(chuàng)造力的研究重心從"什么是創(chuàng)造力"轉(zhuǎn)變?yōu)?哪里有創(chuàng)造力",即什么樣的氛圍能夠激發(fā)創(chuàng)造力。課堂作為學(xué)生的主要學(xué)習(xí)場(chǎng)所,什么樣的課堂氛圍能夠激發(fā)學(xué)生創(chuàng)造力以及目前的課堂氛圍是否具備了支持創(chuàng)造力表達(dá)的特征,是教育者所關(guān)心的問(wèn)題。為解決這一問(wèn)題,本文欲開(kāi)發(fā)課堂創(chuàng)造力氛圍測(cè)評(píng)工具,以期作為今后課堂創(chuàng)造力氛圍研究的工具基礎(chǔ),方便教育者了解如何構(gòu)建支持創(chuàng)造力表達(dá)的環(huán)境以及目前課堂創(chuàng)造力氛圍現(xiàn)狀如何。首先,本文經(jīng)文獻(xiàn)梳理,構(gòu)建我國(guó)課堂創(chuàng)造力氛圍理論框架;其次,充分考慮傳統(tǒng)與新型課堂特征,建立課堂創(chuàng)造力氛圍理論框架——課堂模式雙向細(xì)目表�；谠摫�,編制課堂創(chuàng)造力氛圍觀察表、學(xué)生量表和教師量表,并以上海市初中師生為被試,經(jīng)認(rèn)知訪談、試測(cè)等修訂量表和觀察表;然后,基于經(jīng)典測(cè)量理論與項(xiàng)目反應(yīng)理論驗(yàn)證學(xué)生和教師量表信效度,其后檢驗(yàn)觀察表的重測(cè)信度、評(píng)分一致性、與學(xué)生量表等的關(guān)系,以驗(yàn)證觀察表測(cè)量學(xué)質(zhì)量;最后,基于測(cè)試數(shù)據(jù),總結(jié)分析課堂創(chuàng)造力氛圍現(xiàn)狀。主要結(jié)論如下:1.經(jīng)相關(guān)研究梳理、比較與分析,構(gòu)建出課堂創(chuàng)造力氛圍理論框架,包含6維度:合作互助、鼓勵(lì)自評(píng)、允許接受、自主參與、無(wú)時(shí)間壓力、充分思考。該理論框架的合理性能得到數(shù)據(jù)驗(yàn)證。2.學(xué)生與教師量表總體結(jié)構(gòu)清晰合理,題目擬合較好,內(nèi)部一致性較高。因教師樣本量少,故教師量表的SEM擬合有待進(jìn)一步檢驗(yàn)。觀察表與學(xué)生量表各維度呈中相關(guān),分?jǐn)?shù)分布較一致;觀察表與教研室主任評(píng)價(jià)相對(duì)一致,能有效區(qū)分課堂創(chuàng)造力氛圍的高低;觀察表具備較高的重測(cè)信度和評(píng)分者一致性。3.教師忽視學(xué)生的自主性,課堂缺乏生生互動(dòng),如學(xué)生自我評(píng)價(jià)不足、合作學(xué)習(xí)缺失、思考時(shí)間不夠,導(dǎo)致課堂創(chuàng)造力氛圍較低;高年級(jí)、理科課堂創(chuàng)造力氛圍分別低于低年級(jí)、文科課堂;觀察表能夠提供較教師判斷更真實(shí)客觀的課堂創(chuàng)造力氛圍數(shù)據(jù)。
[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.
【學(xué)位授予單位】：華東師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G424.21

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本文編號(hào)：1903398