青少年创造性发展的外驱力:创新支持感

The External Driving Force of Youngsters' Creativity Development:Perceived Support for Innovation

创造性是推动人类文明发展的重要因素。发挥青少年的创造性是建设创新型国家的内在要求。青少年创造性发展的外驱力可用创新支持感来衡量。创新支持感是个体在所处环境中对支持自身创新的外部刺激的感知。这些外部刺激来自个体周围环境的多种力量,如家庭、学校等。采用修订的自编创新支持感量表对重庆、天津、四川三地多所中学的1047名青少年进行调查研究,发现青少年创新支持感主要体现在教师支持、家庭支持、团队支持与学校支持等四个方面。在研究样本中,总体来看,青少年的创新支持感水平偏低,四个因素中,家庭支持得分最高,其次为教师支持,最后为团队支持与学校支持。在青少年不同群体之间创新支持感存在一定差异,除教师支持这一因素外,来自农村的青少年创新支持感显著高于来自城市的青少年;高中生的创新支持感显著高于初中生的创新支持感;独生子女的女生在教师支持、团队支持这两个因素及创新支持感总分上显著高于独生子女的男生和非独生子女的女生;在城市样本中,独生子女的青少年在教师支持这一因素上显著高于非独生子女的青少年。根据研究结果显示,激发青少年创造性发展的外驱力可尝试五项措施:第一,政府部门政策引导,营造良好的社会氛围;第二,学校搭建平台,提供创新实践机会;第三,教师认可创新,鼓励学生的创造性表达与探索;第四,家庭成员示范,重视与保障创新;第五,多种力量创造机会,让青少年参与更多的团队活动。

Creativity is an important factor in promoting the development of human civilization.Cultivating youngsters＇ creativity is the internal requirement of building the innovation-oriented country. The perceived support for innovation is an individual＇s perception of external stimuli that support his or her innovation in the environment. These external stimuli come from different forces, such as family or school. The study surveyed 1047 youngsters in Chongqing, Tianjin, Sichuan by the revised self-compiled questionnaire,and found that perceived support for innovation included teacher support, family support, team support and school support. Overall, their perceived support for innovation was low, and among the four factors, family support scored the highest, followed by teacher support, and finally the team support and school support. There were some differences for the perceived support for innovation among different groups in youngsters, except of the teacher support, the youngsters＇ perceived support for innovation from rural areas was significantly higher than those youngsters from cities. The perceived support for innovation of high school students was significantly higher than that of junior high school students. The scores of teacher support, team support and total perceived support for innovation of the girls from only child family were significantly higher than boys from only child family and girls from multiple children family. In the samples from cities, the teacher support of youngsters from only child family was significantly higher than those from multiple children family.According to the research results, the following five measures of inspiring the external driving forces for creativity development can be tried. First, government sectors create good social atmosphere by policy guidance. Second, schools set up platforms to provide opportunities for students＇ innovation. Third, teachers recognize innovation and encourage students＇ creative expression and exploration. Fourth, family members demonstrate, emphasize and secure innovation. Fifth, a variety of forces create chances and let youngsters participate in more team activities.