小学生创造性思维发展特点及与其人格、家庭教养方式的关系研究

【作者】 刘宁；

【导师】 杨丽珠；

【作者基本信息】 辽宁师范大学 ， 心理健康教育（专业学位）， 2012， 硕士

【摘要】 创造性思维是个体对事物表现出的创造性的能动反映[1]。随着我国教育体制改革的不断推进，培养小学生创造性思维的能力成为教育体制改革的重要课题之一。小学阶段又是直接关系到创造性思维发展中的形象思维和逻辑思维共同发展的重要阶段，本文以小学生的人格特征、家庭教养方式两个方面为切入点，探讨小学生人格特征、家庭教养方式对其创造性思维发展特点的影响，不仅可以探究更适合小学生创造性思维发展的因素，更有利于丰富教育教学模式，摒弃传统的“填鸭式”教学，为通过学校教育真正培养出社会需要的创造性人才提供切实有效的途径。本研究采用实验和问卷相结合的方法。小学生创造性思维实验先后进行了两次，其一，从辽宁省丹东市1所小学一至六年级学生中随机抽取各年级1男、1女两名学生进行预实验；预实验的目的在于选择更适合做实验的图片。其二，随机抽取该小学一至六年级251名学生群进行正式实验。小学生人格测评问卷是请班主任对小学生创造性思维实验中的201名学生群进行人格评定；家庭教养方式问卷是请上述201名学生群对父母教养方式量表进行逐项填写。最后，对小学生创造性思维实验进行单因素方差分析，探讨小学生创造性思维发展的性别、年级特点；对小学生人格特征、家庭教养方式分别进行相关分析，探讨小学生人格特征、家庭教养方式对其创造性思维发展的影响；并运用回归分析来探讨小学生人格特征、家庭教养方式能够有效的预测其创造性思维发展水平。研究结果表明：小学生创造性思维发展总分及其各维度年级差异显著，整体上随年级增长呈上升趋势；小学生创造性思维发展总分及其各维度性别差异不显著；小学生人格特征对其创造性思维发展水平具有正向相关影响；小学生人格特征中的智能性维度能够有效地预测小学生创造性思维的发展水平；家庭教养方式对小学生创造性思维发展水平产生负向相关影响；家庭教养方式中父、母亲过保护、过干涉，偏爱被试能够有效地负向预测小学生创造性思维的发展水平。更多还原

【Abstract】 Creative thinking is the reflection which shows between individual to things. WithChina’s reform of the education system pushing, developing creative thinking ability ofprimary school students become one of the important topics of the reform of educationsystem. And primary school is the important stage which is directly related to thecommon development of image thinking and logical thinking which belong to thecreative thinking. Thus, this article make the pupils of the characteristics of personality,family upbringing way as the breakthrough point, to explore the effect of creativethinking on the development of characteristics of personality, family upbringing to thisnot only can explore more suited factors to the development of creative thinking of thepupils, but also can enrich the educational and teaching patters, abandon traditionalteaching of "spoon-feeding", to provide practical and effective way for cultivatingcreative talents which social need through the school education.The study adopts the method that combine the experiment with the questionnaire.Primary school students creative thinking experiment was conducted two times. First,from one primary school students in Dandong city Liaoning province grade1to6randomly abstract each grade one boy, one girl to make pre-register the experiment, thepurpose of the experiment is to choose more suitable pictures. Second, abstractrandomly the primary school students from first grade to six grade in total251studentsgroup to make the formal experiments. Primary school students personality assessmentquestionnaire is make by the class master, who do the personality evaluation to the201students group from creative thinking experiments. Family upbringing questionnaire ismade by the above201students group, hey fill the form item by item of parentsupbringing. Last,this paper study the analysis of the pupils’ creative thinking for singlefactor variance, to discusses the characteristics of gender and grade on development ofprimary school students creative thinking, to explore the effect of creative thinking onthe development of characteristics of personality by using the related analysis of thepupils, to discuss the personality characteristics, family breeding way can effectivelypredict development on the standard of creative thinking by using regression analysis.The study result shows that primary school students creative thinking developmenttotal score and dimension grade is different significantly, the overall trend rises with thehigher grade. Primary school students creative thinking development total score and dimension gender isn’t different significantly. The personality characteristics of theprimary school students have positive related influence on creative thinkingdevelopment level. The intellectual dimension of primary school students personalitycharacteristics can effectively predict the development level of elementary schoolstudents creative thinking. Family upbringing way has negative influence on theprimary school students creative thinking development level, in family upbringing way,if the parents adopt over protection, over interference, over preferences, it has a negativeinfluence on predicting primary school students creative thinking development.更多还原