共查询到20条相似文献，搜索用时 265 毫秒
1.
小学生创造力培养的实验研究 总被引：1，自引：0，他引：1
王瑞玲 《开封教育学院学报》2004,24(3):64-67
随机抽取117名小学四年级学生为对象，以TTCT(图画)和《威廉斯创造力倾向测验量表》为量具，运用创造性教学策略进行了为期3年的创造力培养实验。结果表明：学生的创造力必须培养才能得到发展；培养创造力可以同时提高学生的学业成绩，培养创造力应该以创造性思维为核心，加大对创造性倾向培养力度。 相似文献
2.
贾宁新 《中国校外教育(理论)》2011,(12):129-129
在小学语文教学中培养学生的创造力,需更新教育观念,破旧立新。注重培养学生的创造思维能力,加强对学生学习方法的指导,培养学生创造的个性,开发他们的智力资源,对学生创造力的培养问题进行了探讨。 相似文献
3.
创造力是一个人分析问题和解决问题的最高表现形式,属于能力的范畴。学生能力的培养可以在教育活动中完成。在目前的高职教育中,教师可通过对学生进行创造思维练习,培养学生的创造人格,加强对其创造力的培养,从而达到学生良好智能的开发和形成优秀个性品质的目的。 相似文献
4.
王瑞萍 《中国石油大学胜利学院学报》2004,18(3):27-28
未来的世界需要人们去创造,创造的人们要有创造力.培养学生的创造力,已成为摆在我们面前的一个重大课题.教学中要注意学生创造力的培养,必须做到解放思想,转变观念;培养创新意识,激发创新精神;创设良好的创新环境,发挥课堂主阵地的作用. 相似文献
5.
创造力倾向是创新的基础,为了寻找提高视障学生创新能力的方法和途径,有的放矢,有必要对视障儿童创造力倾向情况进行分析。文章以广州市启明(盲人)学校107名视障学生为研究对象,采用威廉斯创造力倾向量表、艾森克人格问卷、父母教养方式量表进行调查和分析,研究视障学生创造力倾向总体状况及影响因素,并依据研究结果提出相关教育建议,为保护视障学生创造力倾向,促进和提高视障学生的创造和创新能力提供参考。 相似文献
6.
通过对创造力相关因素的分析,论证了高职学生具有的创造潜力,完全可以通过培养激发出来,并阐述了高职学生创造力培养的方法。 相似文献
7.
丁国栋 《河南职业技术师范学院学报(职业教育版)》2007,(2):124-124,128
美术教育对学生创造力的培养有重要作用,教师要在教学及课外活动中注重学生创造力的培养,培养学生的创造性人格。不要对学生设下一些条条框框,要因势利导,培养学生发散性思维,增加“诱因”,激发他们的创造动机。 相似文献
8.
9.
高职学生创造力的培养 总被引：2，自引：0，他引：2
彭杰 《中国职业技术教育》2002,(14):48-49
创造力是创造意识与动机、创造精神、创造能力和创造个性等因素的复合体.其中创造意识与动机触及的是"想不想"创造的问题,而"敢不敢"创造主要由创造精神决定,"能不能"、"善不善于"创造与创造能力和创造个性相关.高职院校在培养学生立足社会、全面发展的过程中,应将创造力的培养放在首位. 相似文献
10.
创造教育不是某一阶段教育才需要进行的教育,职业教育同样承担着培养和造就创造性人才的重任。职业教育的学生具有创造力的心理品质和人格特质,同时,职业教育较小的升学竞争压力,多元化的评价方式,注重实践技能训练的教学方式,都为培养学生的创造力提供了有利条件。职业教育可以从调动学生的学习兴趣,完善科学多元的测评体系,强化实践教学环节,加强教师的创造意识等多种途径培养学生的创造力。 相似文献
11.
The investigation of leisure time activities through lifespan analysis has revealed the importance of such activities in the prediction of later life achievements and creative products. They may be more reliable predictors of future performance than IQs, creativity test scores or school achievement. In the present paper creative leisure time activities are considered to be creative products. A total of 192 fifteen year old academic secondary school students were involved in the study: Creative leisure time inventories were filled out, Raven Advanced Progressive Matrices administered, and school grades recorded. Results indicated that differences in leisure time inventory scores between boys and girls with high intellectual potential were smaller than those of students with average potential. Girls were overrepresented in the “schoolhouse gifted” group, but in the “creative gifted” and “intellectually gifted” groups the ratio of girls and boys was balanced. 相似文献
12.
《The Journal of educational research》2012,105(2):68-74
AbstractAn investigation of the hypothesis: Children who select unconventional (U) careers have more creative ability than those who select conventional (C) ones. C or U careers were determined by frequency of occupational choice of 609 sixth grade children. Measures of creativity were the Minnesota Tests of Creative Thinking. Using t tests at the .05 level of confidence, U boys were compared against C boys and U girls against C girls on four different measures of creativity. While ail U groups scored higher than C groups on the creativity measures (with one exception), the results were statistically significant only for nonverbal elaboration. The results partially confirm the hypothesis and simultaneously provide evidence of the validity of the Minnesota tests. The norms on occupational choice contribute to identifying the developmental sequence of career aspirations. 相似文献
13.
多媒体与中学物理教学整合在中学课堂教学实践中得到普遍应用,极大地推动了新课程改革的步伐。通过选取成都市温江二中的高一和高二共198名学生,对多媒体教学和传统的＂粉笔＋黑板＂教学进行对比研究,从而得出以下结果：1.接受多媒体教学的学生的成绩优于传统教学班的学生;2.实验班的男女生的平均分差异比普通班的差异小;3.实验班和普通班女生平均分的差异大于男生平均分的差异。最后通过访谈学生和科任教师探讨出引起这些差异的原因,同时为教师采用多媒体教学提供了几点参考意见。 相似文献
14.
School is an excellent place to foster young learners’ creative thinking skills. However, the emphasis on creativity varies among schools. In two studies the putative influence of school education on the development of students’ creativity was examined by means of a retrospective approach. We investigated whether two influential factors within school education (1) school type (i.e., traditional vs. alternative vs. religious) and (2) perceived teaching style (i.e., independence, judgment, flexibility, integration) associate with students’ creativity at university entrance level. The difference was examined at the primary and secondary school level, respectively. Study 1a found that students who attended alternative schools at the secondary school level performed better on divergent thinking tasks as compared to students who attended traditional or religious schools. Relationship between students’ creative performance and the perceived teaching styles were inconclusive. Finally, teaching styles in alternative schools during secondary education were perceived as high in independence and flexibility. Study 1b replicated the finding that university students who attended alternative schools during secondary education have an advantage in divergent thinking. Taken together, our results highlight the positive influence of alternative school education on students’ creative performance at the university entrance level. 相似文献
15.
初一新生学习适应水平特点调查 总被引：1，自引：0，他引：1
李政云 《株洲师范高等专科学校学报》2001,6(6):26-29
随机抽取重点中学和非重点中学初一学生各100名（男女各半）进行调查，以了解处在过渡期的初一新生学习的认识水平和自我监控能力水平，并通过重点与非重点学校学生比较、男女生比较，从中分析影响认识水平和自我监控能力的因素。结果表明：（1）从整体看，平均适应水平较好，重点学校的学生与非重点学校的学生平均水平差异显，男女生差异显；（2）在认识水平方面，平均达到中等偏上水平，重点与非重点学校学生平均水平差异显，男女生水平差异显。（3）自我监控方面整体达到中等水平，重点学校学生与非重点学校学生差异显，男女生水平差异非常显。 相似文献
16.
Frances Lawrenz 《科学教学研究杂志》1987,24(8):689-697
A future shortage of science teachers has been predicted, and since women are presently underrepresented in the sciences, they are a good potential source for future science teachers. Unfortunately women appear to become less interested in science as they continue in school. Because the classroom psychosocial environment has been shown to be related to learning outcomes, it may contribute to women's lack of interest in sciences. This study compared the classroom environments perceived by fourth grade, seventh grade and high school boys and girls in classes taught by males and females to determine if any perceptual differences existed. The three, two factor MANOVAS (teacher gender by student gender) showed no differences for fourth grade students, one for seventh grade students and three for high school students. The seventh grade boys and girls perceived classes taught by females as having more friction than classes taught by males and high school boys and girls perceived classes taught by females as being more difficult than classes taught by males. Further, for the high school students it appears that classes are perceived more favorably when the opposite genders are combined. These perceptual differences combined with role modeling may contribute to the lack of women in science. More research is necessary to determine causal relationships. 相似文献
17.
GENDER DIFFERENCES IN MATHEMATICAL ACHIEVEMENT RELATED TO THE RATIO OF GIRLS TO BOYS IN SCHOOL CLASSES 总被引：1，自引：0，他引：1
Manger TERJE Gjestad ROLF 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1997,43(2-3):193-201
The relationship between mathematical achievement and the ratio of boys to girls in school classes was investigated in a sample of third-grade Norwegian elementary school students (440 girls and 480 boys). Belonging to classes with a numerical majority of boys or girls did not affect the achievement of either of the sexes. The results from the study do not support the single-sexing of mathematics teaching. 相似文献
18.
积极心理品质培养是积极心理健康教育的核心内容.为了解当前我国中等职业学校学生积极心理品质发展状况,本研究使用《中国中小学生积极心理品质量表》调查了1942名中职学生,发现:(1)总体而言,中职学生积极心理品质的认知、情感、人际、公正、节制、超越等六大维度发展状况良好;(2)在15项积极心理品质中,中职学生发展最好的三项品质为爱、心灵触动和信念希望,发展最差的三项品质为真诚、创造力和领导力;(3)不同经济发展水平地区的中职学生在积极心理品质六大维度上存在显著差异;(4)积极心理品质六大维度存在显著的年级和性别差异,总体而言,除公正维度外,在积极心理品质的五个维度上,中职学生得分随年级的升高而提高;男生在公正维度上得分显著高于女生;(5)与全国高中生比较而言,除节制维度中职学生得分显著高于全国高中生外,在认知、情感、人际、公正和超越维度,中职学生得分均显著低于全国高中生;除求知力、思维与洞察力品质差异不显著外,中职学生与全国高中生在13项积极心理品质上均存在显著差异.最后,提出了培养中职学生积极心理品质的有关建议. 相似文献
19.
张灏 《四川教育学院学报》2009,25(4):115-116
为了了解中考前初中生考试焦虑状况,随机抽取成都市两所初中,采用考试焦虑量表（TAS）对200名学生进行了调查。结果1、有高度考试焦虑的被试占总调查人数的34.5%,具有相当程度不适感的被试占59.3%;2、男生轻度焦虑的比例高于女生,中度和高度焦虑的比例均比女生低,考试焦虑不存在显著的性别差异;3、成绩优秀组与其余三组在考试焦虑水平上存在显著差异。结论：初中生面对中考都会产生不同程度的考试焦虑,不同成绩群体中考试焦虑水平的分布不同。 相似文献
20.
采用自编的初中生校本心理辅导课需求问卷,以216名初中生为被试,结果表明:1)初中生对心理辅导课均持有较为积极的态度,不同年级、性别学生没有显著差异。2)同伴关系、情绪调节、人生目标等10个主题的选择人数最多;亲子关系、异性关系、学习动机等7个主题上存在显著的年级差异;网络与节制、萌动的青春两个主题上存在显著的性别差异。3)心理游戏、心理测试两种上课形式最受学生的喜爱,小组讨论、课外拓展并列最后;课堂体验这一上课形式存在显著的年级差异;故事情节这一上课形式存在显著的性别差异。 相似文献