10年心理学大会论文摘要——教育心理

教育心理
教育心理分组报告（一）

“学思维”活动课程对初中生科学创造力的影响及延迟效应的研究
段春燕
1 *
胡卫平
2
1 山西师范大学教师教育学院，临汾，041000，contriona@http://wendang.chazidian.com；
2 陕西师范大学教师专业能力发展中心，西安，710062
摘要：培养和提高青少年的科学创造力，可以丰富和发展创造力理论，更好的落实以创新能力培养为核心
的素质教育，具有极大的现实意义。本研究采用“学思维”活动课程为实验材料，从理论和实践层面探讨
了“学思维”活动课对初中生科学创造力的影响，并对其进行了延迟效应的研究。实验采用定性与定量研
究相结合的设计，运用问卷法、访谈法、观察法等多种研究方法，随机选取山西省某中学初一学生110 名，
其中实验组56 人，控制组54 人，对实验组实施每两周一次的“学思维”活动课程教学。采用《青少年科
学创造力测验》及其平行问卷对所有被试做前测，一年后进行中测，半年后进行后测，并在一年后探究其
延迟效应。研究结果表明：（1）“学思维”活动课程能够有效地培养学生的科学创造力，尤其表现在问题提
出、产品设计、问题解决和科学想象等维度上；（2）停止培养一年后，实验组与控制组差异仍然显著，表
明“学思维”活动课程对初中生科学创造力的提高有着持续性的影响。
关键词：“学思维”活动课程；初中生；科学创造力

The Effect of “Learning to Think” Curriculum
on the Scientific Creativity of junior middle school Students
Duan Chunyan
1
Hu Weiping
2
1 Teacher Education Department, Shanxi Normal University, Linfen 041004, China;
2 Center for Teacher Professional Ability Development, Shaanxi Normal University, Xi‘an 710062, China
Abstract：To cultivate and improve teenagers' scientific creativity can enrich and develop the theory of creativity,
implement the quality education with the core of innovation ability cultivation better, which has the great practical
significance. Using the ―Learning to Think‖ Curriculum as the experimental materials, this study explored the
influence of ―Learn to Think‖ Curriculum to the scientific creativity of junior middle school students on both
theoretical and practical level, also the study of delayed effect on the curriculum has been made. The experiment
picking a combined design of qualitative and quantitative research adopted the methods of questionnaire, interview
and observation, etc.110 students in Grade One were randomly selected from a middle school in Shanxi, including
56 students in experimental group and 54 in control group. The experimental group should accept the ―Learning to
Think‖ Curriculum every two weeks. The Scientific Creativity Test for Teenagers and its parallel questionnaires
have been implemented to all the participants as the pre-test, the second test after a year, and the post-test after half
a year, then the delayed effect would be explored one year later. The results indicated that:(1) ―Learning to Think‖
Activity Curriculum can effectively cultivate the scientific creativity of students, especially on the dimensions of
problem finding, product design, problem solving and scientific imagination, etc.. (2)One year after terminating
the training, significant differences between experimental group and control group still obviously indicate that
―Learning to Think‖ Activity Curriculum has continuous effects on the improvement of junior middle school
students‘ scientific creativity.