|Alternative Title||An Exploration on the Correlation between Classroom Learning and Creative Thinking of Adolescents Aged 13-18|
|Place of Conferral||中国科学院心理研究所|
|Keyword||学习环境 学习过程 创造性思维 性别 调节作用|
(1) 13-18 岁男生创造性思维显著低于女生(p<0.05)9 14, 18岁学生创造性思维分数较低。(2)各年级中初一学生在数学课堂上感受到的教师支持最高，初三和高一学生在语文课堂上感受到的教师支持最高。初一、高二高三学生在完成学校学业任务上低于其他各年级。(3)语文课堂环境和学校课外环境中，学生参与和创造性思维独特性出现了显著相关(r=0.10-0.11, p<0.05 );课堂学习过程中，创造性思维独特性和教师鼓励、学业负担出现了显著相关(r=0.10-0.13,p<0.05 )。回归分析中，性别与教师鼓励(p<0.05 )、性别与学生合作(p<0.05 )的交互作用对学生创造性思维独特性发展的预测作用显著。(4)男生创造性思维与语文、数学学业成就均出现了显著相关(r=0.21- 0.25, p<0.05 ) 。
The development of creativity can be achieved from the interactions between internal individual factors and environment-related factors. Fundamental individual variables consisting of age and gender, and significant environmental-related variables including classroom environment and learning process could impact the creative thinking development of adolescents. Based on the ternary composition model of Phillips, this article analyzes the correlation between classroom lean0ning and students' creative thinking development.
In this study, 414 middle school students aged 13-18 were selected for the creativity test, and a specifically designed questionnaire was used to examine their in-class and out-class learning context, their classroom learning process and their academic performance. Building on the analysis of the creative thinking development of middle school students, this writing mainly investigates the adjusting role of gender and age in the between classroom learning and creative thinking.
(1) The creative thinking of boys in middle school is significantly lower than that of girls and creative thinking scores are low 14 and 18 among these students (p<0.05). (2) Middle-school students of Grade 1 gain the highest level of support from their teachers in the mathematics class while middle-school students of Grade 3 and high-school students of Grade 1 feel most supportive of their teachers in the Chinese class. Middle-school students from Grade 1 and high-school students from Grade 1 and Grade 2 demonstrate lower task completion levels than any other grades of students. (3) There is a significant correlation between student participation and creative thinking in the classroom environment and school extracurricular environment (r=0.10-0.11，p<0.05). In the classroom learning process, the uniqueness of creative thinking and teachers' encouragement and academic burden have significant correlation (r=0.10-013, p<0.05). In the regression analysis, the interaction between gender and teacher encouragement (p<0.05)，gender and student cooperation (p<0.05)has a significant effect on the development of students' creative thinking uniqueness. (4) The significant correlation between creative thinking abilities of male students and Chinese and mathematics has been apparent (r=0.21-0.25,p<0.005).
(1) The creative thinking of boys in middle school is significantly lower than that of girls and this experiences plunges at the age of 14 and 18 among these students. (2)Students participate in classroom and extracurricular activities, the appropriate academic burden and the student cooperation are conducive to the unique development of the creative thinking. (3) Gender is found to be playing an adjusting role in impacting the creative thinking of students during their learning process and the creativity of male students can he precisely predicted through teachers'encouragement and students' cooperation. (4) The male students' creative thinking development and academic achievement development are relatively synchronized.
|乔翠花. 13-18岁青少年课堂学习和创造性思维的关系[D]. 中国科学院心理研究所. 中国科学院大学,2017.|
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