【作者】 魏艳；

【导师】 赵承福； 张景焕；

【作者基本信息】 山东师范大学 ， 教育学原理， 2003， 硕士

【摘要】 21世纪由于科学技术日新月异，知识竞争日趋激烈，创造性人才已成为一个国家和民族竞争力的决定因素，世界各国都把培养学生创造性及创新能力作为教育改革的核心。创造性人才培养关键在教师，教师关于创造性的认识与态度直接影响创造性人才培养的实际效果，国外已有诸多关于教师观念与创造性培养的关系的实证研究。本研究即以此为出发点，采用问卷调查与作品分析相结合的方法，对小学教师的创造性人才观作了分析，试图了解小学教师关于创造力的观念，澄清小学教师创造力观念中模糊及不当的地方，在此基础上为创造性师资队伍培训提供一些对策与建议。 论文共分四部分，第一部分为小学教师创造性人才观研究的目的与意义，阐述了研究的目的、意义及国外研究现状。第二部分为小学教师创造性人才观的涵义，旨在解决创造性人才的涵义及小学教师创造性人才观的操作性定义。本研究认为小学教师的创造性人才观包括三方面，一是小学教师对创造性人才构成要素的认识，二是小学教师对影响创造性人才发展的环境条件的认识，三是小学教师对创造性培养的方式方法的认识。 第三部分为小学教师创造性人才观的调查研究，是本文的主体部分。其内容有：1．研究的方法与步骤，包括作品抽样与分析，问卷的设计、试测、正式施测及统计分析。2．研究结果，研究发现：(1)小学教师对创造性人才认知与非认知两大方面认识较全面，但在个别构成因素上认识欠缺，重视发散思维而忽视模仿、元认知及思维风格的作用，着重于创造精神、意识的培养而在创造性意志品质方面认识不够。(2)小学教师对影响创造性人才发展的心理环境非常重视，然而对学生间人际关系及其合作学习认识不足。(3)在创造性人才培养的方法上体现出学科特色，并且力图按照问题解决的模式实施教学过程，尤其注重创设问题情景。(4)高学历教师在创造性人才的认识上明显优于低学历教师，高年级教师比低年级教师更重视学生创造性意志品质的培养及心理环境的创设，另外，小学教师对创造性人才的认识有一个随教龄的增长由逐步提高再到衰退直至平稳发展的过程。(5)职后因素在小学教师对影响自身创造性工作的因素的自我评价中非常重要，如有关创造及思维的培训，经常阅读教育刊物、书籍等。3．讨论和分析小学教师的认识。第四部分就如何使小学教师全面深入理解创造力、开展创造性教学提出如下建议：1．强化职前教育，包括完善师范学校教育理论课程设置，增加教育实践机会；2．重视职后培训，包括理论培训、校际交流等；3．注重自我发展，关注小学教师自身理念与技能的自我教育与修养。更多还原

【Abstract】 21st century seeing rapid changes in science and technology and heated competition in knowledge, it is clear that developing creative talents is the determining factor for a nation’s future development. Teachers are the key in developing creative talents since their concepts and attitude affect the actual results of cultivating activities directly, and there have been many verifying researches on the relationship between teachers’ attitude and creativity cultivation abroad. Based on this, my research adopts content-analysis and questionnaire methods to inquire the present situation of primary school teachers1 views and offer suggestions for creative teachers’ training.The dissertation contains four parts. The first part is about the aim, meaning and present situation abroad of the research. The second part is the implication of primary school teachers’ attitude towards creative talent, aiming at the operative concept of creativity and primary school teachers’ attitude towards creative talent, that is, attitude towards factors that make creative talent, towards environments that affect the creative talent, and towards the means on how to develop creative talent.The third part is investigation and results. First, methods and procedures, containing paper sampling and analysis, questionnaire designing and statistic. Second, results: 1. As to the components of creativity, the teachers concern more on creative thinking and creative spirits, ignoring other cognitive and personality components. 2. The teachers place more importance on the psychological environments for teaching, while the relationship and cooperative learning among students are ignored. 3. The teaching methods vary across subjects. The teachers try to design their methods according to the process of creative problem solving. 4. The teachers of higher formal school record have better idea than those of lower formal school record, higher grade teachers pay more attention to creative will and psychological environments than lower grade teachers. The teachers’ attitude also shows a tendency from gradual enhancement to stagnancy, at last to stable development, along with teaching age. 5. Being trained after formal school is very important in teachers’ self-evaluation of what encourages them to teach creatively. Third, discussion of the former results is followed.The fourth part is suggestions about how to make teachers understand creativity thoroughly. First, strengthening normal education, including improving educational curriculum and adding teaching practice. Second, stressing teachers’ training, by providing learning materials, giving thinking courses and promoting communication between schools etc.更多还原