课堂教学策略对中学生科学创造力的影响

Research on the Influence of Classroom Teaching Strategies on Middle School Students’Scientific Creativity

以广东省两所普通高中的学生为调查对象,采用《青少年科学创造力测验》和《中学课堂教学策略感知量表》,测量中学生的科学创造力水平、教师的课堂教学策略实效以及课堂教学策略对中学生科学创造力的影响情况,研究发现,中学课堂教学策略中的教学动机策略维度和教学方法策略维度能够正向预测学生的科学创造力水平。为了优化课堂教学策略,促进学生科学创造力的发展,教师可以通过教学动机策略维持学生认知与情感的开放性、制造学生情感与认知的冲突;通过教学方法策略引导学生从多个角度发现和解决问题、训练学生复杂的思维过程和想象力、提升学生解决真实问题的能力。

In this paper,the level of students’scientific creativity,the effectiveness of teachers’classroom teaching strategies and the influence of classroom teaching strategies on students’scientific creativity were measured by taking students from two ordinary high schools in Guangdong Province as the survey object,and using The Youth Science Creativity Test and The Middle School Classroom Teaching Strategy Perception Scale.The result shows that the teaching motivation strategy dimension and the teaching method strategy dimension in the middle school classroom teaching strategy can positively predict the level of students’scientific creativity.In order to optimize classroom teaching strategies and promote their development of scientific creativity,teachers can maintain the openness of students’cognition and emotion and create their emotional conflicts and cognitive conflicts by using teaching motivation strategy.At the same time,teachers can use the teaching method strategy to guide students to discover and solve problems from multiple angles,train their complex thinking process and imagination,and improve students’ability to solve real problems.