超常儿童创造力促进的实证研究——基于数学创造性课堂环境的构建

An Empirical Study on the Promotion of Creativity in Gifted Children:Based on the Construction of a Creative Classroom Environment in Mathematics

促进超常儿童创造力发展是为国家培养拔尖创新人才的重要途径。创造性课堂环境对超常儿童创造力发展有着十分重要的作用。教师是构建创造性课堂环境的关键因素,但目前教师构建创造性课堂环境的能力有待提升,且亟须具体可操作的指导策略。本研究基于已编制的《创造性课堂环境构建的指标体系》开展教师培训,为教师提供构建创造性课堂环境的具体指导。采用准实验研究法,验证构建创造性课堂环境对超常儿童创造力培养的有效性。以5名数学学科教师、42名普通班中的超常儿童及与之同班的147名普通儿童为研究对象,采用一般领域的发散性思维测试(Alternate Use Task,AUT)评估儿童创造力水平。研究结果表明:(1)经过专业培训,教师在创造性课堂环境构建的5个行为指标上得分均显著提升。(2)超常儿童在发散性思维3个指标上的得分显著高于普通儿童。(3)与普通教学相比,实验教学能显著提升超常和普通儿童的创造力水平。这表明教师学习和应用《创造性课堂环境构建的指标体系》不仅能提升其创造性课堂环境构建能力,而且其构建的创造性课堂环境能同时促进超常和普通儿童创造力的发展。

Promoting the development of creativity of gifted children is an important way to train top-notch innovative talents for the country,during which the creative classroom environment plays a very important role.Teachers are key to construct creative classroom environments,but their abilities need to be improved and the specific and operational guidance strategies need to be provided.This study is based on the Indicator System of Creative Classroom Environment Construction that has been compiled to provide teachers with specific guidance for the construction of creative classroom environments.A quasi-experimental research method was adopted to verify the effectiveness of the construction of creative classroom environments in cultivating the creativity of gifted children.5 math teachers,42 gifted children in regular classes and 147 general children from the same classes were used as research subjects.The level of children's creativity was assessed using the Alternate Use Task(AUT)in the general domain of divergent thinking.The results showed:(1)After professional training,teachers'scores on all five behavioral indicators of creative classroom environment construction were significantly increased;(2)The scores of gifted children on the three indicators of divergent thinking were significantly higher than those of general children;(3)Compared with general teaching,gifted teaching can significantly improve the creativity level of gifted and general children.This shows teachers can not only improve their ability to construct creative classroom environments by learning and applying the Indicator System of Creative Classroom Environment Construction,but the creative classroom environments they build can promote the development of creativity of both gifted children and general children.