【摘要】 目的:探讨发散思维训练对创造性个性和创造性思维的影响,探索培养创造力的有效途径。方法:以119名初中一年级学生为被试,对62名(实验班)学生进行发散思维训练,57名(对照班)学生不进行发散思维训练。采用托伦斯创造思维测验、中学生创造性个性测验、学生发散思维测验,对两班学生于实验前后施测。结果:训练前,实验班和对照班学生创造性个性和创造性思维测验、发散思维测验总评分差异无统计学意义(9.3±2.1/9.1±1.9,t=1.47,P=0.293;9.1±0.8/8.4±0.5,t=5.21,P=0.291)。训练后,实验班学生创造性个性和创造性思维测验评分较对照班提高(10.5±1.9/9.4±2.1,t=2.96,P<0.01);训练后发散思维测验评分实验班高于对照班(11.0±1.8/8.8±1.8,t=7.69,P<0.01)。结论:发散思维训练对提高学生的创造力是有效的。更多还原

【Abstract】 Objective:To test the effect of divergent thinking training intervention on the junior’s creative personality and creative thinking, explore the effective ways on developing creative ability. Methods:119 junior middle school students served as subjects.62 of them in one class were trained for divergent thinking and 57 students of another class without training were chosen as control. Tolance’s Test of Creative Thinking ,Junior’s Test of Creative Personality and Test of Divergent Thinking were carried out pre-test and post-test.Results: Before training,the two groups had no significant difference in the creative personality and creative thinking scores(9.3±2.1/9.1±1.9,t=1.47,P=0.293,9.1±0.8/8.4±0.5,t=5.21,P=0.291).After training, experimental class improved on creative personality and creative thinking( 10.5±1.9/9.4±2.1,t=2.96,P﹤0.01 ) as well as on Test of Divergent Thinking(11.0 ±2.0/8.8 ±1.8,t= 7.69,P﹤0.01).Conclusion:The divergent thinking training is effective to improve the creative ability of students.更多还原