12～13岁流动超常儿童与城市超常儿童创造力发展的比较

Comparison of the Creativity Development Between 12～13 year-old Migrant Gifted Children and Urban Gifted Children

通过对北京市、无锡市两所学校超常儿童教育实验班的181名12~13岁超常儿童进行实用发散性思维测验,调查其创造力水平,了解超常儿童创造力的发展现状,以探索创造力提高的有效途径。结果显示:随着年龄的增长,流动超常儿童的创造力表现出增强趋势;城市超常儿童创造力随年龄的增长而增长,且13岁组在创造力总分(t=-2.03,P<0.05)、流畅性(t=-2.06,P<0.05)和变通性(t=-1.92,P=0.05)上的得分显著高于12岁组。比较发现,由于不利教育环境的影响,流动超常儿童创造力及各维度得分刚开始低于同龄城市超常儿童,但他们所拥有的独特流动经历有利于创造力发展,因此一年后他们开始反超,在创造力及各维度的得分均高于同龄城市超常儿童。可见,良好的教育环境和多元文化经历均有助于创造力的发展,但多元文化的优势需要较长时间才能显现。

Using the practical divergent thinking test to investigate the level of creativity and the developmental status of 181 gifted children aged 12 ^13 years in the experimental class of two schools for gifted children in Beijing and Wuxi, this article tries to explore some effective ways and methods to improve creativity. Results show that： migrant gifted children5s creativity and fluency, flexibility and originality appear to increase with age, but the difference is not significant ; with the growth of the age, the development of urban gifted children^ creativity still shows an increasing trend, and 13 - year-old group scores significantly higher than 12 - year-old group in creativity（ t = -2.025, P 0.05）fluency） t =. - 2.064, P 〈C0.05）and flexibility（ t = - 1.917, P =0.05） ; compared with urban gifted children, migrant gifted children score lower in creativity and its three dimensions because of educational environment ; howev-er, migrant gifted children have migrant experiences, which are good for creativity; therefore after a year, migrant gifted children show the catch-up trend and they score higher than urban gifted children of the same age in creativity and the three dimensions. This study concludes that a good educational environment and multicultural experiences both contribute to the development of creativity, but it takes a long time to show the advantage of multicultural expe-riences.