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1.
Avner Ziv 《Contemporary educational psychology》1983,8(1):68-75
Two studies investigating the influence of a humorous atmosphere on students' creativity scores are presented. In the first study 78 adolescents were shown humorous film clips and given a task requiring them to write captions for cartoons. A creativity test was subsequently administered to these students and to a control group. In the second study, Form A of the Torrance creativity test (TCT) with standard instructions was given to 130 adolescents. These were then divided into two groups, one experimental and one control. The experimental group was instructed to complete Form B of the TCT with humorous responses, while the control group was instructed to proceed as before. Results of both experiments showed that a humorous atmosphere significantly increases creativity scores. Several explanations for the findings were proposed and the practical applicability of the results in education were stressed. 相似文献
2.
It was suggested that fluency, defined as number of responses, may misleadingly influence both high Intercorrelations sometimes reported among measures of creativity and low correlations sometimes reported between measures of creativity and intelligence. Subjects were 93 Saturday art school students between the ages of 9 and 15 years. Intercorrelations among five “creativity” scores derived from a slightly modified version of Torrance's Figure Completion Test and between these scores and Henmon-Nelson Intelligence were compared using both raw creativity scores and creativity scores corrected for the effect of fluency. Uncorrected creativity scores intercorrelated high among themselves (mean r= .45) and low with intelligence (mean r= .09), while corrected creativity scores showed low intercorrelations among themselves (mean r= .08) and with intelligence (mean r= .13). These findings are interpreted as confirming the influence of fluency upon high intercorrelations among so-called measures of creativity and as failing to support the suggestion that fluency may also influence low correlations among creativity and intelligence measures. 相似文献
3.
BEEMAN N. PHILLIPS 《Journal of Educational Measurement》1971,8(1):21-26
Response styles are conceptualized as stress reactions, and the stressful school experiences of acquiescent, negativistic, self-enhancing, and self-derogating children are studied. It was found that school interpersonal stress was lower among acquiescent than negativistic Ss, while school academic stress was higher among self-enhancing than self-derogating Ss. One of the major implications of the conceptual approach and empirical results is that tests might be generally improved by identifying the kinds of stressful experiences Ss have had, and relating these to the kinds of responses Ss make to tests and testing. In addition, while the importance of the reaction of Ss to the measuring process is generally accepted, much more needs to be done on the kinds of responses individuals make to the content, in comparison to the conditions, of testing. Finally, these observations are particularly pertinent to tests and testing in schools, especially when the teacher is involved in the process and makes tests and testing stressful. This will tend to increase the effects of response style tendencies and decrease the validity of tests. 相似文献
4.
本文以高校文学课为例 ,探索了通过科研教育培养学生创造力的可行性与途径 ,从营造宽松环境 ,鼓励创新意识 ;提供良好氛围 ,培养创造能力 ;鼓励撰写科研论文 ,提高学生综合素质三方面入手 ,进行了深入而行之有效的探索。 相似文献
5.
D. F. Butler 《Journal of Experimental Education》2013,81(1):70-73
This investigation sought information on the performance of high and low ability Ss on two measures of creativity, and the relationship between performance on the two measures. Forty-seven 13-year-old high school students comprised the sample. High and low ability students from the top and lower than average streams were given the A.H. 4 intelligence test, the Junior-Senior High School Personality Questionnaire, and a drawing test on a specific theme, which was assessed by five expert judges for creativity on the basis of certain criteria. Significant differences were found between the high and low ability groups both in the H. S. P. Q. test and the creativity drawing test. There was also a significant correlation between the A.H. 4 test and the judges’ ranking for creativity. However, there was no significant difference between the two creativity measures, nor between the H. S. P. W. and the A.H. 4 tests. The results confirm the view that there is a relationship between intelligence and creativity, that the relationship depends on types of intelligence tests and creativity measures used, and the need exists for a definition of creativity based on commonly accepted criteria. 相似文献
6.
介绍在鸡尾酒创作教学中如何运用“头脑风暴法”,使学生在自由愉快的气氛中畅所欲言、敞开思路、相互激发、思维互补,使各种设想在相互碰撞中激起脑海的创造性“风暴”。从而确保大部分甚至是所有学生的思维在学习过程中始终处于积极、主动的状态;使课堂教学成为一系列由学生主体活动的展开和创作的过程。 相似文献
7.
8.
Dale Franzwa 《Educational technology research and development : ETR & D》1973,21(2):209-223
Summary The present study investigated the relationships of meaningfulness, picture detail, and presentation mode on visual learning.
Subjects, 123 broadcasting students at Brooklyn College, viewed slides of animal pictures previously classified by judges
into high-and low-meaningful groups. All Ss saw both high-and low-meaningful stimulus items. Half saw the stimulus items as
full-color pictures while the other half saw them as line drawings. In addition, one-third saw the stimulus items as pictures
presented alone, one-third saw them as pictures with each animal name printed underneath its picture, and one-third saw the
pictures (without printed names) accompanied by the spoken animal name as each slide was shown. Following presentation of
stimulus slides, Ss were shown a series of full-color test slides containing dummy items randomly intermixed with stimulus
items. During two showings of test slides, Ss first indicated those animals recognized from the learning trial and second,
wrote down those animal names they knew.
Results included significant main effects on recognition accuracy for meaningfulness and presentation mode in addition to
significant interactions for meaningfulness-by-mode and mode-by-picture-detail. A significant main effect of presentation
mode resulted for correctly named stimulus items. Three significant main effects (meaningfulness, picture detail, and mode)
and one significant interaction (mean-ingfulness-by-picture-detail) were obtained on error scores. 相似文献
9.
《Educational Philosophy and Theory》2013,45(4):336-350
Creativity: what might this mean for art and art educators in the creative economies of globalisation? The task of this discussion is to look at the state of creativity and its role in education, in particular art education, and to seek some understanding of the register of creativity, how it is shaped, and how legitimated in the globalised world dominated by input‐output, means‐end, economically driven thinking, expectations and demands. With the help of Heidegger some crucial questions are raised, such as: How can art maintain its creative ontological and epistemological potential in the creative economies of globalisation? Is it possible for art and the creative arts to act as a process of ‘revealing’ and ‘becoming’ and ‘throwing light’ on the world while working within the market economies of innovation and entrepreneurship where creativity has become a generalised discourse? What matters in this discussion is to find a way to argue for the sustainability of art education as a creative mode of enquiry through which self and the world may be better understood, identity might be realised as difference and being‐in‐time might be possible. 相似文献
10.
在体育教学中引入游戏教学,能激发学生学习兴趣,调动学生学习的积极性和主动性,培养学生的创造力和想象力,提高教学质量。教师要结合学生个体发展和教学实际情况,科学合理地开展游戏教学,营造轻松、愉悦、活泼、有吸引力的体育教学氛围。文章结合教学实践,对加强体育游戏教学打造高效快乐课堂进行探究。 相似文献
11.
Final year projects are a showcase for engineering students’ creativity. All final year engineering students at Swinburne University of Technology are required to spend part of their final semester of studies developing and completing various aspects of a major project. The theme of the project work is defined either by industrial sponsors or academic supervisors or by both. In addition, project guidelines are provided by the university for the final submission and completion of the work. The project may be any combination of research, design or developmental work. Within the constraints required by these factors, students’ creativity in their approach and execution of the project work may be both limited and expanded to simulate conditions experienced in a work environment. The culmination of the project work is in a written, oral and visual presentation to a professional audience. It is the students’ own creativity which determines not only the format of all three forms of presentations, but also their assessment which is again limited or enhanced by constraints of time and resources. Examples of project work creativity are presented which highlight and emphasize the broad spectrum which such creativity can encompass. 相似文献
12.
The purpose of this study was to determine the effect of formal practice sessions on the ability of first and second graders to use separate answer sheets on the California Test of Mental Maturity. The Ss were all 79 pupils enrolled in these grades at one elementary school. Academically, these Ss were above average. Through the use of a counterbalanced design, the CTMM was administered twice to all Ss; once employing the usual answer marking format contained in the test booklet and once employing a separate answer sheet preceded by a formal practice session. Significant mean raw score differences between formats of 10.30 and 7.19 were obtained for Ss in grades one and two respectively in favor of the booklet format. Accuracy scores, which removed the effect of speed from raw score performances, were also analyzed and the results confirmed the superiority of the booklet format. It was concluded that even with prior practice sessions, above average pupils in grades one and two are unable to utilize separate answer sheets in an effective manner. 相似文献
13.
PhD students’ work conditions and study environment in university- and industry-based PhD programmes
During the last 10 years, new models of funding and training PhD students have been established in Denmark in order to integrate industry into the entire PhD education. Several programmes have been conducted where it is possible to co-finance PhD scholarships or to become an employee as an industrial PhD in a company. An important question is what impact these new conditions will have on the PhD students’ training, work conditions and study environment. In this article, the new type of programmes will be presented together with data analysis of PhD students’ work conditions and study environment in various programmes mainly based on a research project from 2006. The results of this study show no significant difference between PhD students in a traditional university PhD programme and PhD students in an industrial programme concerning working environment. However, the study shows significant differences in the intercultural dimension, where foreign PhD students are significantly more satisfied with their study environment compared with Danish PhD students. In general the workload is very high and the environment is stressful for all PhD students. 相似文献
14.
S. H. Jacob 《Journal of Experimental Education》2013,81(2):40-41
This study investigates the adequacy of predicting differential value systems of college students from their American College Test (ACT) scores. Sixty male college Ss were divided into two groups based on ACT scores: a.) high English-low math group, and b.) high math-low English group. The Allport-Vernon-Lindzey Study of Values, which measures six dominant values in personality, was administered to each of the two groups. Comparison of mean scores on each scale indicated that only the Theoretical scale distinguished between the two groups, scores for Group II being higher than scores for Group I. Stepwise discriminant analysis indicated, however, that scores on the Theoretical scale were highest for Group II, whereas scores on the Political and Social scales were highest for Group I. The Religious, Economic, and Aesthetic scales were not significantly different in the two groups. 相似文献
15.
崔玉环 《沈阳教育学院学报》2001,3(2):42-43
培养学生创新意识是学校的重要任务。需要校长具有创新精神，激发教师的创新性，有创造性集体气氛，使学生产生最佳的创造力。学校应将培养学生创新意识渗透于教育教学活动中。 相似文献
16.
The purpose of this study was determine whether or not the method of presentation chosen by the examiner (live voice vs. taped) affects a child's score on both the Blending and Memory for Sentences subtests of the Woodcock-Johnson Psycho-Educational Battery. Subjects were 60 young children (mean age=8-3) and 60 older children (mean age=13-4) from a rural county school population. There were 30 black and 30 white children within each age group, and 15 children from each age and racial group were randomly assigned to one of two experimental conditions (live voice vs. taped presentation of subtests). For both subtests, there were significant main effects for presentation condition, racial group, and age level. There were no significant interactions. The overall pattern of results indicated that live voice presentation benefitted black and white children of both age levels in their scores on both subtests. 相似文献
17.
家庭心理环境是指人为因素形成的家庭条件,包括家庭中一切成员的世界观、气质、道德修养、家庭活动氛围等。研究采用家长报告法,用家庭环境量表(FES-CV)(第三修订版)对城市46名小学4年级学生进行调查。结果表明:(1)城市小学生家庭环境中的亲密度、娱乐性、组织性和控制性四个因子的得分显著高于全国常模,成功性因子显著低于全国常模;(2)城市小学生父母受教育程度和职业类型均对家庭环境因子的影响存在显著差异,但总体影响作用不突出;(3)在家庭知识性因子上,父母文化程度均为大学的得分高于或显著高于大专或高中家庭。母亲为企业职员的得分显著高于专业技术、无业和自由职业三类家庭;(4)在家庭情感表达因子上,父亲为企业职员的得分高于专业技术、政府和自由职业三类家庭;母亲为自由职业者的得分高于或显著高于无业、企业、政府和专业技术人员四类家庭;(5)父亲文化程度与家庭环境的知识性因子呈显著正相关,而与道德宗教观因子呈显著负相关;(6)母亲文化程度与家庭环境的控制性因子呈显著正相关。 相似文献
18.
如何培养创造力?——肌理构成创造教学法的探索与实践 总被引：1，自引：0，他引：1
俞伟江 《深圳职业技术学院学报》2002,1(2):68-72
创新教育是培养创造力的教育。本文提出以全新的教学观念、手段与方法去设计《肌理构成》课程,倡导启发式、引导式及讨论式教学法,营造创造环境,通过改革评分法达到重过程轻结果,力图把创造教学的理念转变为现实的教学实践活动。 相似文献
19.
Mary K. Smith 《Early Childhood Education Journal》1996,24(2):77-82
Most early childhood teachers would tell you that creativity is important; and that creativity should be considered an integral part of every early childhood classroom. Yet, too often, it is slighted in some areas or limited to being a part of art education. How can creativity can be nurtured and developed in all cognitive and social aspects of an early childhood classroom? The key to this fostering of creativity is for each teacher to examine his or her own filters that can help to foster, or hinder, as the case may be, creativity in that classroom setting. By examining adult attitudes, classroom atmosphere, and children's activities and materials, and adjusting, where necessary, to incorporate certain positive elements for creativity, early childhood educators are more likely to establish a trusting, flexible, and safe environment that allows and stimulates the creative process in an atmosphere of respect. 相似文献
20.
Per Rand 《Scandinavian Journal of Educational Research》2013,57(4):155-171
Rand, P. 1978. Some Validation Data for the Achievement Motives Scale (AMS). Scandinavian Journal of Educational Research 22, 155‐171. The AM Swas administered to 588 sixth grade Oslo children, 301 boys and 287 girls. Among other tests given were 6 verbal and 2 numerical tests, TASC, and a Lie/Defensiveness Scale. On the basis of achievement theory, scores on the AMS subscale for motive to seek success (M5) were predicted to be positively related to performance on the verbal and numerical tests, and scores on the subscale for motive to avoid failure (Mf) to be negatively related to those scores. The theory also leads to the assumption that the difference in performance between individuals high and low in motive scores would be clearest on tasks experienced as being of medium difficulty. The results show predicted and mostly significant relationships. Even when related to the tests of personality characteristics, the AMS shows promising qualities. TASC scores are related positively to Mf scores and negatively to Ms scores. The fact that AMS scores show negligible correlations with lie/defensiveness scores indicates that the risk of faked AMS scores may be small. 相似文献