班级组织创新气氛论文高中生班级组织创新气氛与创造力.doc

班级组织创新气氛论文：高中生班级组织创新气氛与创造力的关系研究【中文摘要】培养学生的创造力是教育中的重点。随着创造力研究的深入,创造力理论的重心逐渐由个体取向转向团体取向,由“创造力是什么”转为“创造力产生在哪里”,即什么样的环境能够激发创造力。创造力产生在有利于创造的气氛中。对于高中生来说,班级是高中生的主要活动场所。而且创造力的差异不仅表现在创造力水平的高低,还表现在创造风格的不同。因此,本研究将考察班级组织创新气氛对高中生的创造力水平、创造风格的影响。本研究在翻阅了大量文献的基础上,以河南省高中生为被试,通过开放式问卷、访谈法及问卷法,编制了班级组织创新气氛量表,并修订了创造风格量表。最后,运用班级组织创新气氛量表、高中生创造风格量表以及托兰斯的创造性思维词汇测验进行问卷调查分析。利用方差分析、相关分析、结构方程模型等统计方法,探讨班级组织创新气氛量表、高中生创造风格量表的信效度,及班级组织创新气氛与高中生的创造力的关系。研究的主要结论如下：1.修订的高中生创造风格量表,包含创意态度、权威认同和规则认同三个维度。编制的班级组织创新气氛量表,包含教师作用、个性、班级环境和学校支持四个维度。其信度均在0.7以上,结构效度均在0.8以上,令人满意。2.高中生创造力水平三个维度的得分由高到低依次是：流畅性、独特性、灵活性。在创造力水平总分及各维度上,示范性高中均显著高于非示范性高中,年级和文理科差异不显著。女生在创造力水平总分、流畅性、灵活性上显著高于男生；在独特性上,不存在性别差异。3.创造风格的两种类型在高中生中分布不均,适应型占81.2%,创新型占18.8%。非示范性高中在创意态度显著高于示范性高中,高二理科学生创造风格优于高一、高二文科,男生在创意态度维度显著高于女生4.班级组织创新气氛中教师在班级组织创新气氛中,起着关键性作用。示范性高中在班级组织创新气氛总分、教师作用、学校支持上显著高于非示范性高中,高一显著高于高二,文理科差异不显著。在对教师作用的评价维度,女生显著高于男生,女生对班级组织气氛的正向知觉优于男生。5.班级组织创新气氛各维度与创造力水平、创造风格均存在显著的正相关。良好的班级组织创新气氛,有利于学生创造力水平发挥,及创新型风格的塑造。【英文摘要】It is quite important to cultivate students creativity in the world of education. With the development of the research on creativity, the gravity of creative theory is gradually changed from the individual orientation into group orientation, and from “creativity is what” into “creativity produced where”, namely, what kind of environment can stimulate creativity.Creativity is aroused by beneficial climate. For the students in senior high school, classroom is the main place. And the difference in creativity is not only in the level of creativity, but also the style of creativity. Therefore, this thesis will examine the effects among classroom innovation climate, creativity level and style of creativity.This thesis tried to compile a scale of classroom innovation climate by the way of open-ended questionnaire and interviewing method and questionnaire. At the same time, style of creativity scale was revised. Finally, the students were tested by the classroom innovation climate, style of creativity scale for senior high school and Torrance creative thinking vocabulary test questionnaire. By analysis of variance, correlation analysis, structural equation model, this thesis tried to discuss the reliability and validity of the scales, and the relationship between them.The main conclusions are as follows:1. The style of creativity scale for senior high school students after revised, contains three factors, namely, innovation attitude, standard identity and rule identity. The scale of classroom innovation climate includes four factors, namely, the role of teachers, personality, classroom environment and leaders support. Both of the reliability is above 0.7, and both the validity is above 0.8, which is satisfactory.2. The order of three dimensions scores of creativity level is fluency and uniqueness and flexibility from high to low to senior high school students. In the total score of creativity, and level of creativity, key school was significantly higher than the common school, while there was not significant difference in grades and departments. In the total score of creativity, fluency, flexibility, girls were significant higher than boys. There was not significant difference in uniqueness between the genders.3. The two types of style of creativity were distributed uneven among students, which the adaptive were 81.2% and the innovative were 18.8%. The common school in creative attitude is significantly higher than key school. Senior high school students in science were superior to grade one students and arts. Boys were significantly higher than girls in creative attitude.4. The teachers played an important role in classroom innovation climate. The key school is significantly higher than common school in total and the role of teachers and school favor, while grade one students were significantly higher than grade two. And there was no significant difference among departments. In the dimension of the role of teachers, girls were significantly higher than boys. Girls in the class consciousness are superior to boys.5. All dimensions of the classroom innovation climate were significant positive with creativity level and style of creativity. The fine classroom innovation climate could be good to stimulate students creativity and shape the innovative style.【关键词】班级组织创新气氛 创造力 创造风格【英文关键词】Classroom innovation climate Creativity Style of creativity【目录】高中生班级组织创新气氛与创造力的关系研究摘要3-4Abstract4-5第一部分 研究综述与问题提出8-221 创造力8-131.1 创造力的界定8-101.2 创造力水平的测量10-132 创造风格13-152.1 创造风格的界定13-142.2 创造风格的测量14-153 团体创造力15-173.1 团体创造力的界定15-163.2 团体创造力的测量16-174 班级组织创新气氛17-194.1 班级组织创新气氛的界定17-184.2 班级组织创新气氛的测量18-195 班级组织创新气氛与创造力的相关研究19-205.1 班级组织创新气氛与创造力水平的相关研究19-205.2 班级组织创新气氛与创造风格的相关研究206 问题提出20-226.1 问题提出的必要性和现实性20-216.2 研究问题与假设21-22第二部分 研究方法22-321 预备研究22-241.1 班级组织创新气氛量表的编制及初步研究22-241.2 高中生创造风格量表的翻译242 初次施测24-282.1 被试242.2 研究工具24-252.3 初测程序25-262.4 数据结果与分析26-283 正式施测28-323.1 被试283.2 研究工具28-303.3 正式施测程序303.4 量表信效度验证30-32第三部分 研究结果32-431 高中生创造力水平的特点32-351.1 高中生创造力水平的总体特点321.2 高中生创造力水平的学校类型、年级、性别差异32-352 高中生创造风格的特点35-382.1 高中生创造风格的总体特点35-362.2 高中生创造风格的学校类型、年级、性别差异36-383 高中生班级组织创新气氛的特点38-413.1 高中生班级组织创新气氛的总体特点383.2 高中生班级组织创新气氛的学校类型、年级、性别差异38-414 班级组织创新气氛与高中生创造力相关研究41-434.1 班级组织创新气氛与高中生创造力水平的相关分析41-424.2 班级组织创新气氛与高中生创造风格的相关分析42-43第四部分 分析与讨论43-471 高中生创造力及班级组织创新气氛的总体特点43-441.1 创造力水平的总体特点431.2 创造风格的总体特点431.3 班级组织创新气氛的总体特点4