【摘要】：創(chuàng)造力是指產(chǎn)出新穎有用的產(chǎn)品的能力,創(chuàng)造力是人類文明進(jìn)步的源動力(Amabile,1984)。對于正在成長和發(fā)展中的中小學(xué)學(xué)生來說,其創(chuàng)造力的培養(yǎng)更應(yīng)受到重視。創(chuàng)造力生態(tài)系統(tǒng)理論和創(chuàng)造力研究的匯合取向均指出個體的發(fā)展受到個體和環(huán)境等多種因素共同交互作用的影響。已有研究表明,班級環(huán)境是影響中小學(xué)生創(chuàng)造力的主要因素之一,而對于個體來說,認(rèn)知需求作為一種重要的人格特征,對中小學(xué)生創(chuàng)造力具有重要的作用。那么,個體的認(rèn)知需求和班級氣氛是如何作用于創(chuàng)造力的?本研究將以創(chuàng)造力匯合取向和生態(tài)系統(tǒng)模型為理論依據(jù)進(jìn)行探討,并為中小學(xué)生創(chuàng)造力的提高提出有針對性的建議和指導(dǎo)。本研究采用創(chuàng)造力測驗、班級氣氛量表和認(rèn)知需求問卷對山東省1117名中小學(xué)生(從小學(xué)四年級至初中三年級)進(jìn)行施測,考察中小學(xué)生創(chuàng)造力、認(rèn)知需求和班級氣氛的特點,探求中小學(xué)生認(rèn)知需求是否正向預(yù)測中小學(xué)生創(chuàng)造力以及班級氣氛是否在二者之間起調(diào)節(jié)作用。本研究運(yùn)用多層線性模型等統(tǒng)計進(jìn)行考察,得出以下結(jié)論:1中小學(xué)生的創(chuàng)造力有顯著的年級和性別差異,具體表現(xiàn)為在創(chuàng)造力5年級較高,4年級較低;7、8、9年級沒有顯著差異,在創(chuàng)造力流暢性和獨特性方面女生要優(yōu)于男生。性別和年級的交互作用不顯著。2在班級氣氛的各個維度上,中小學(xué)感知到的課堂自主和同學(xué)支持存在顯著的性別差異,女生感知到的課堂自主和同學(xué)支持高于男生;班級氣氛的教師支持、課堂自主也有顯著的年級差異,具體表現(xiàn)為:在感知到的教師支持水平上,五年級較高,八年級得分低低,在感知到的課堂自主水平上,六年級較高,七年級較低。3中小學(xué)生的認(rèn)知需求水平有顯著的性別差異,具體表現(xiàn)在男生的認(rèn)知需求水平高于女生;認(rèn)知需求的年級差異不顯著;性別與年級的交互作用不顯著。4認(rèn)知需求與創(chuàng)造力及其各維度顯著正相關(guān);班級氣氛中的課堂自主與創(chuàng)造力及其各維度之間存在顯著正相關(guān),教師支持僅與流暢性顯著正相關(guān),同學(xué)支持與創(chuàng)造力及其各維度不相關(guān);班級氣氛與認(rèn)知需求之間,認(rèn)知需求與課堂自主顯著正相關(guān);與同學(xué)支持顯著負(fù)相關(guān),與教師支持無顯著相關(guān)。5在個體水平上,認(rèn)知需求顯著正向預(yù)測中小學(xué)生的創(chuàng)造力。6在班級水平上,班級氣氛中的同學(xué)支持能顯著增強(qiáng)認(rèn)知需求和創(chuàng)造力(流暢性、獨特性)之間的正向關(guān)系;而教師支持和課堂自主對認(rèn)知需求和創(chuàng)造力之間的關(guān)系沒有調(diào)節(jié)效應(yīng)。
[Abstract]:Creativity is the ability to produce novel and useful products. Creativity is the source of human civilization (Amabile,1984). For the growing and developing primary and secondary school students, the cultivation of their creativity should be paid more attention. Both the theory of creative ecosystem and the confluence orientation of creativity research point out that the development of individual is influenced by the interaction of individual and environment and other factors. It has been shown that the class environment is one of the main factors that influence the creativity of primary and middle school students, but for individuals, cognitive needs, as an important personality characteristic, play an important role in the creativity of primary and middle school students. So, how do individual cognitive needs and class atmosphere affect creativity? This study is based on the convergence orientation of creativity and ecosystem model, and provides some suggestions and guidance for the improvement of creativity of primary and middle school students. In this study, creativity test, class climate scale and cognitive demand questionnaire were used to test 1117 primary and middle school students (from grade 4 to grade 3) in Shandong Province. The characteristics of creativity, cognitive needs and class atmosphere of primary and middle school students were investigated. To explore whether the cognitive needs of primary and middle school students positively predict the creativity of primary and middle school students and whether the atmosphere of the class plays a regulating role between the two. The results of this study are as follows: (1) there are significant differences between grade and gender in creativity of primary and middle school students, which are shown by higher creativity in grade 5 and lower in grade 4; There was no significant difference in grade 9, and female students were superior to boys in creativity fluency and uniqueness. The interaction between gender and grade was not significant. 2 in each dimension of class atmosphere, there were significant gender differences in perceived classroom autonomy and classmates' support in primary and secondary schools, and girls' perceived classroom autonomy and classmates' support were higher than boys'; There are also significant grade differences between teachers' support and classroom autonomy in the classroom atmosphere. In the perceived level of teacher support, the fifth grade is higher, the eighth grade is low, and the sixth grade is higher in the perceived classroom autonomy level. The level of cognitive demand of primary and middle school students is significantly different from that of female students, which is manifested in that the level of cognitive demand of boys is higher than that of girls; The grade difference of cognitive needs was not significant, the interaction between gender and grade was not significant. 4 Cognitive needs were positively correlated with creativity and their dimensions. There is a significant positive correlation between classroom autonomy and creativity and their dimensions in class atmosphere, while teacher support is only positively related to fluency, while student support is not related to creativity and its dimensions. Class atmosphere and cognitive needs, cognitive needs and classroom autonomy significantly positive correlation; At the individual level, cognitive demand significantly positively predicted the creativity of primary and middle school students. The positive relationship between cognitive needs and creativity (fluency, uniqueness) can be significantly enhanced by students' support in class atmosphere. However, teacher support and classroom autonomy have no moderating effect on the relationship between cognitive needs and creativity.
【學(xué)位授予單位】：山東師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G444

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