教师如何帮助低社会经济地位学生实现创造力提升——来自S市122所小学的实证研究

How can Teachers Help Students with Low Socioeconomic Status Improve Their Creativity-Empirical Research Based on 122 Primary Schools in S City

在创新型人才竞争日益激烈的背景下,低社会经济地位学生的创造力培养是关乎教育公平的重大问题。对S市122所小学进行实证调查,发现低社会经济地位学生表现出比高社会经济地位学生更低水平的创造力;良好的师生关系以及引导探究、小组合作和因材施教的教学方式能够有效帮助低社会经济地位学生提升创造力水平,并缩小由家境引起的创造力差距。调查结果启示:改进教师教育,引导教师关注低社会经济地位学生的创造力发展;转变教育观念,教师应与低社会经济地位学生建立关爱、尊重、信任的师生关系,促使其创造力提升;倡导教师应用因材施教、小组合作和引导探究的教学方式,发挥教育的功能性补偿作用。

Under the background of increasingly fierce competition for innovative talents,the cultivation of creativity of students with low socioeconomic status(SES)is a major issue related to educational equity.Through an empirical investigation of 122 primary schools in S City,this study finds that low-SES students show lower levels of creativity than those high-SES students.Good teacher-student relationship,guided inquiry,group cooperation and individualized teaching methods can effectively help low-SES students improve their creativity level and narrow the creativity gap caused by family background.Based on the findings,the researchers conclude that schools should guide teachers in teacher education to pay attention to the creativity development of students with low-SES;teachers should change education concept and establish a caring,respectful,and trusting teacher-student relationship with low-SES students to promote their creativity;teachers should be advocated to apply teaching methods of tailoring,group work,and guided inquiry to play a functional compensatory role in education.