共查询到20条相似文献，搜索用时 140 毫秒
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本研究通过对42名学术型博士生及24名博士生导师的扎根理论探索,形成博士生学术创新能力的初始“五因素结构”模型;之后通过对527名学术博士生的问卷调查,最终形成博士生学术创新能力“三因素结构”模型,包括研究过程创新、研究结果创新和学术研究品质三个因素,并编制了相应的测评问卷,因素分析等结果表明问卷具有良好的信效度。应用研究表明博士生学术创新能力相对较低,特别是研究结果创新和过程创新能力,男生、由内部动机驱动读博、学术就业期待、参加学术会议较多、不存在导学矛盾等的博士生自我评价的学术创新能力相对较高。研究最后提出了博士生学术创新能力培养的相关建议。 相似文献
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对课业负担的测量与调查有助于了解中小学生课业负担的真相。本研究以文献分析为基础,结合访谈和半开放式问卷,从客观负荷和主观感受两个方面建构了课业负担并形成了课业负担的预测问卷。以448名初中生为被试,运用项目分析和探索性因素分析检验表述的适切性,项目的区分度和通俗度以及问卷结构的合理性,形成了正式问卷。以1629名初中生为被试对正式问卷进行信、效度分析,结果表明课业负担正式问卷具有较好的理论构想与信、效度水平,是研究中小学生课业负担问题的一个有效工具。在此基础上,对课业负担的问卷结构与调查方式提出了建议。 相似文献
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实验教学是促进教育技术学专业人才实践创新能力培养的重要途径。通过明确军事教育技术实践创新项目内涵,对教育技术专业人员实践能力的军队需求展开调查研究,编制了"教育技术专业人员实践能力军队需求调查问卷",并进行了因素分析与信效度检验。在此基础上,创建了"五类型、三层次"的军事教育技术实验教学内容体系,促进了军事教育技术人员实践创新能力的培养。 相似文献
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目的:编制适合高职院校学生创新能力培养影响因素调查问卷,探究群体主导影响因子,以期为提高高职院校学生创新能力的诊断和干预提供一个有效工具。方法:随机选择晋城职业技术学院在校高职学生作为被试对象,经由自编高职院校学生创新能力培养影响因素调查问卷测试,通过信效度检验与主成分分析,进行因子聚类。结果:利用统计学方法,初步建立高职院校学生创新能力培养影响因素调查问卷的8个维度,即创新指导、校企合作、心理氛围、教师素质、教材内容挖掘、教材选择、学科历史教育、教学方法。结论:Cronbach’s Alpha(α)系数为0.738,KMO值为0.673,说明可作为评估高职院校学生创新能力培养的依据。 相似文献
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中小学生信息技能评估体系的研究 总被引：1，自引：0，他引：1
本研究参考国内外信息素养的各种评估体系,结合教育部颁发的<中小学信息技术课程指导纲要(试行)>,并根据我国中小学生的信息技能发展的实际状况,建立了中小学生信息技能评估指标体系.研究过程中,运用德尔菲法请专家对指标体系进行评估和修改,并给予评分权重;然后根据指标体系设计出相应的测量问卷,经过学生访谈和小规模使用修改题目,再根据试测结果进行项目分析,得到中小学生信息技能评估问卷,最后通过大规模调查进行信度和效度分析.本文所建立的中小学生信息技能评估体系得到专家们的认可,中小学生信息技能评估问卷也具有良好的信度和效度,可以为更好地评价中小学生的信息技能的发展提供参考. 相似文献
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《华东师范大学学报(教育科学版)》2019,(6):36-47
作为学习分析技术之一,学习者画像可以通过多元化数据收集对学生的学习效果与学习过程进行全面深描。然而,并非所有类型的数据都可以通过信息技术直接采集,学习者的能力与素养就是其中之一。为解决这一难题,本研究针对中小学生核心素养——学会学习能力,设计了面向学习者画像的评估工具。通过分析主要国家与地区的学会学习能力评估工具,本研究总结出了认知、情感、元认知三大维度,并在此三大维度下构建了中小学生学会学习能力问卷。为验证问卷的信效度,研究者向上海市M区16所学校中4-9年级的学生发放了网络问卷,共收回有效回答2879份。通过对问卷进行统计分析和修正后,最终得到了具有高信效度的问卷版本。经过修正和验证后的问卷具有以下两个特点:一是问卷独立于学科知识之外,适用于多年龄段的学生;二是面向学习者画像,从中小学生学业学习的角度出发。 相似文献
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陈天年 《长春工业大学学报(高教研究版)》2007,28(4):93-95
本文试图探讨编制信效度较高的大学新生心理适应性测量问卷。首先根据心理适应性的五个维度编制初测问卷进行试测,数据回收后对问卷进行项目分析和因素分析,用SPSS软件进行信效度检验,进一步修改不合理项目,形成正式问卷,一周后重测,对回收数据再次进行分析和检验。结果显示,本问卷信效度指标良好,各项目与所属因子、问卷之间均显著相关,可用于大学新生心理适应性方面的研究。 相似文献
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自信是一项重要的心理品质,中小学生自信的培养是积极心理健康教育的重要内 容.本研究以326名中小学生为被试,通过理论构建、探索性和验证性因素分析编制了由 17个题项组成的中国中小学生自信量表.量表包括积极自信、自信不足、自卑和自负4个 因子.统计结果表明,量表具有较好的信效度,可以用于大规模测评和相关研究. 相似文献
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王萌 《天津市教科院学报》2014,(1):62-63,69
基于文献整理、教师访谈及理论构建,以200名中学教师为研究对象,采用访谈法和问卷调查法编制了中学教师角色压力问卷.通过SPSS13.0数据统计软件进行项目分析及信效度检验,结果表明,中学教师角色压力问卷由角色模糊、角色冲突、角色负荷三个维度构成,信度和效度都达到心理测量学可接受标准,因而该问卷适用于中学教师角色压力状况的评估. 相似文献
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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
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Anne Harris 《Teaching Education》2018,29(3):234-250
Creativity in education is currently dominated by discourses pertaining to both a neo-liberalisation of arts education and a more widespread attention to the economic potential of diverse creativities. This study applies new thinking regarding creative educational advancement that is adaptive and critically reflexive to the tasks of reconciling the need for safe, ethical and empathetic learning environments and the production of adaptive and innovative twenty-first century workforces. This study of Australian secondary schools analyses perceptions, understandings and actions, and impediments to creativity in classrooms. This study asserts significant implications for the need to foster effective environmental and ecological approaches to engaging in creative practices in Australian secondary schools. It establishes a creativity index through which school leaders and teachers can routinely measure, develop and adjust their school environment’s, students’ and teachers’ creative skills and capacities, pedagogic practices and assessment of creativity across the ‘education lifespan’. 相似文献
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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
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How creativity in education is applied by teachers to secondary school contexts is dependent on how the term ‘creativity’ is grounded, politicised, and practised. This paper reports on an international study of secondary schools in Australia, USA, Canada, and Singapore investigating how creativity is understood, negotiated, valued and manifested in secondary schools, focusing on teacher and student understandings, actions, benefits and impediments to creative and critical thinking. Participant reflections revealed inter-, trans- and cross-disciplinary learning shaped by teacher collaboration, dialogue and classroom organization that fosters critical and creative thinking. Implications are made for the ways practicing teachers develop and foster creativity via pedagogical approaches that enhance connectivity and interdisciplinarity of teaching practices between domains of learning. An education-based Creativity Index through which administrators and teachers can gauge, assess and implement creative skills, capacities, pedagogic practices and assessment of creativity within secondary schools is posited. Implications for STEM/STEAM education and centralizing creative capacities in teaching, learning, and educational change are offered. 相似文献
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Kerry Dobbins 《Education 3-13》2013,41(2):95-104
This article reports on a case study that examined the views of primary teachers in one school about their ability to be creative practitioners within the current education system. This research was conducted following the recent emphasis that teacher creativity has been given in government debate. Semi-structured interviews were carried out with 10 members of teaching staff. The main findings presented suggest that the pressures of the curriculum, and the targets and objectives laid down within it, severely restrict and constrain the creative practices that the teachers in this school feel able and willing to engage in. Perceptions of the relevance and value of teacher creativity are also discussed. 相似文献
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知识经济依靠知识创新,知识创新依靠具有创新能力的人才,创新能力的人才依靠创新教育,创新教育必须从中小学抓起.因此,对于将要从事中等教育的师范大学生来说,创新意识及创新能力的培养就显得尤为重要.那么,如何培养师范大学生的创新能力呢?笔者在对当前师范大学生素质特点及原因分析的基础上,提出了在师范生人才理念上应进一步解放思想的观点,尽而提出了师范院校实施创新教育的有效途径. 相似文献
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Lene Tanggaard 《欧洲师范教育杂志》2011,34(2):219-232
The article is based on an empirical, interview‐based research project investigating resources and barriers to creative teaching within three Danish primary and secondary schools. The analysis shows how project‐oriented teaching does seem to represent a creativity oasis for both teachers and pupils. Furthermore, the work identifies a distinction between an art‐based and a problem‐solving approach to creativity, and it is suggested that teachers help pupils to work with the various different opportunities for creative learning represented by different subjects in school. Furthermore, a dilemma is pinpointed between the demand that teachers conform to centrally defined test systems, and the challenges facing our societies in relation to bringing up pupils and students who dare to take risks, challenge the existing order and create something new. 相似文献
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田友谊 《天津师范大学学报(基础教育版)》2007,8(2):5-10
学生创造力的培养是基础教育的重要目标之一。在班级制度下,班级是学校的基本组织单位,班级环境是学生在校生活的基本环境。学生创造力的培养,最终要落实到班级之中。为了创设有利于学生创造力发展的班级环境,必须构建“我—你”新型师生关系,培养良好的同伴关系;营造安全、自由的班级社会气氛;建设创造性教师队伍。 相似文献
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Dave Trotman 《Pastoral Care in Education》2019,37(1):73-80
In this paper, the author considers the contribution of creativity to pastoral care in education. Since its advent in English schools in the early 1970s, pastoral care has placed the affective realm and individual enrichment centre stage in both its curriculum aims and teaching approaches. These principles have, however, had much to contend with over the past 50 years; from the obtrusive effects of state intervention in schools, to the challenges confronting young people growing up in increasingly complex societies. For many teachers and practitioners, engaging young people in creative pursuits has come to be regarded as a necessary counterpoint to increasingly performative school cultures and an essential means to enabling vibrant forms of positive self-expression. The power of creative activities has received new impetus as a pastoral concern in light of two national trends. The first as creative arts provision in the curriculum in English state secondary schools declines as a consequence of Government qualification reforms, and second as an increasing number of young people are referred to Alternative Educational Provision with mental health issues. As a consequence, many pastoral educators have turned or, indeed, returned to creativity and creative practices as a primary means of supporting and enriching the lives of young people, particularly for those who now struggle in contemporary school environments. In light of these developments and drawing on research and practice in the field of creativity and pastoral care, this paper aims to cast further light on creativity in pastoral education. 相似文献
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As creativity is likely to become a crucial aspect of living in the future, it is important for educators to teach students to think creatively when solving constantly evolving and increasingly complex problems. Supported by the idea that creativity can be taught and learnt, elements of creativity are now embedded in secondary school education. Among all school subjects, design and technology (D&T) is one of the best examples for fostering and cultivating students?? creativity, as the subject offers creative activities that enable students to realize their ideas in the context of the real world. This paper analyzes the creative elements in the D&T curriculum in Hong Kong as seen in the exemplar projects on the Education Bureau website. Some problems and difficulties encountered in fostering creativity in the context of Hong Kong are identified, based on the current teaching environment. The paper also draws attention to East Asian beliefs and implicit theories, which greatly influence teachers?? underlying assumptions about learning and teaching, and at the same time notes that these beliefs may be detrimental to the development of creativity among students. The paper then identifies the problems and inadequacies in fostering creativity in design at the secondary school level and expects to raise awareness of the importance of creativity in D&T. 相似文献