小学五年级儿童创造性想象的实验研究

【作者】 曹贵康；

【导师】 张庆林；

【作者基本信息】 西南师范大学 ， 发展与教育心理学， 2001， 硕士

【摘要】 儿童的创造性活动主要表现为创造性想象活动。对儿童创造性想象的研究很早就开始了，人们运用各种方法探讨了儿童创造性想象的特点。但是，对儿童创造性想象的认知过程的实验研究至今还几乎是一个空白。Finke（1990）以成人为被试进行了一系列创造性想象的实验研究，发现在想象的材料一定的情况下，限制想象的范围或限制解释想象结果的范围能促进创造性发现的产生。Finke等（1992）提出了创造性认知的“生成——探索”模型（Geneplore Model），用以描述创造性想象的认知过程。 本研究借鉴Finke等人的研究方法，并根据儿童的特点加以适当的修改，以探讨儿童创造性想象的认知过程。研究假设，儿童的创造性想象活动包括两个阶段，即生成阶段和探索阶段，儿童首先根据一定的材料想象出某种形式，然后探索这一形式的各种可能的解释；限定儿童想象的范围、不限定儿童解释所想象的物体的范围以及不限定儿童想象的范围、限定儿童在某一范围内解释所想象的物体有利于促进儿童的创造性；儿童的创造性想象活动存在性别差异。本研究不但可以丰富创造性的有关理论，而且为儿童创造性能力的培养提供理论依据和实践指导。 本研究以北碚中山路小学5年级87名小学生为被试，分为不受限制组（不限制想象范围和对想象结果的解释范围）、限制想象范围组（限制想象范围，不限制对想象结果的解释范围）、限制解释范围组（不限制想象范围，限制对想象结果的解释的范围）。不限制组被试30名，其中女生19名，男生11名；限制想象范围组被试31名，其中女生16名，男生15名；限制解释范围组被试26名，其中女生13名，男生13名。被试年龄在10岁到12岁之间，平均年龄10.9岁。在本研究条件下获得以下结果： （1）限制想象范围组和限制解释范围组被试的创造性想象成绩都高于不受限制组，限制解释范围组的被试的创造性想象成绩极其显著地高于不受限制组的被试的创造性想象成绩（p＜.01）。 （2）如果用于限制想象和解释的范围是被试不怎么熟悉的，更有利于促进被试创造性的发现。 （3）男生的创造性想象成绩显著高于女生（p＜.01），原因可能是男女生的知识经验存在差异，男生在某些想象范围或解释范围上较女生具有优势造成的。更多还原

【Abstract】 Children’s creative acts are usually behaved as creative i~nagery. Studies on children’screative imagery started a very long time ago. Researchers have discussed the characteristicsof children’s creative imagery in kinds of methods. But there is almost a blank on the study ofthe cognitive processes of children’s creative imagery. Finke (1990) has studied the creativeimagery of adults. He found that people’s creativity would be promoted when the categoriespeople imaged or interpreted were constraint if the imagery materials were limited. Finke e t(1992) have used Geneplore Model of creative cognition to interpret these results.In this research, we planned to investigate the cognitive processes of children’s creativeimagery using methods modified from Finke’s methods. We predicted that children’s creativeimagery was consist of generative phrase and interpretive phrase. When they began toimagine, children first generated one form using certain materials, then explored its possibleinterpretations; if the categories children imaged or interpreted were limited, children’screative inventions would increase, and there would be sexual difference in children’s creativeimagery.Eighty-seven 5-grade pupils in Beibei zhongshan Street Primary School wereparticipated in this experiment. The subjects were divided into three groups. The I St groupwas unconstrained group, the categories of subjects imaged and interpreted wereunconstrained, and there were 11 boys and 19 girls in this group. The 2nd grOup wasimagery-constrained group, the categories subjects imaged were constrained but thecategories subjects interpreted were unconstrained, and there were 15 boys and 16 girls in thisgroup. The 3rd group was interpretation-constrained group, the categories subjects imagedwere unconstrained but the categories subjects interpreted were constrained, and there were13 boys and 13 girls in this group. The subjects’ mean age was 10.9. We got the followingfindings in this experimental condition:(1)The total creative scores of the imagery-constrained group and theinterpretation-constrained group were higher than the unconstraint group, furthermore thetotal creative scores of the interpretation-constraint group was significantly higher than theunconstraint group (p< .01).(2)If the categories that subjects imaged or interpreted are not very familiar to subjects,they would promote children’s creative founding.(3)The total creative scores of boys were significantly higher than girls (p< .01), but itmaybe caused by the categories that subjects imagined or interpreted.更多还原