小学教师的创造力培养观与创造性教学行为的关系:教学监控能力的中介作用  

The Relationship between Primary School Teachers’ Conceptions of Creativity Fostering and Creativity Fostering Behaviors:The Mediating Role of Teaching-regulated Ability

作　　者：张景焕[1] 刘翠翠[1,2] 金盛华[3] 吴琳娜[1] 林崇德[3] 

机构地区：[1]山东师范大学心理学院,济南250014 [2]安徽科技学院心理咨询中心,凤阳233100 [3]北京师范大学心理学院,北京100874

出　　处：《心理发展与教育》2010年第1期54-58,共5页Psychological Development and Education

基　　金：教育部人文社科规划基金项目(08JAXLX010);"泰山学者工程"建设项目;国家社科基金重大项目(0882ZD002)

摘　　要：用创造力培养观、教学监控能力和创造性教学行为问卷对430名小学教师进行调查,考察三者之间的关系,并着重对教学监控能力在其中的中介作用进行分析。结果表明:(1)创造力培养观、教学监控能力及其各个维度对创造性教学行为都有正向预测作用;(2)教学监控能力的计划准备性、控制调节性、评价反馈性、课后反省性及作为一个整体在创造力培养观与创造性教学行为之间均具有显著的中介效应。这一发现提示教师培训工作应重视教师教学监控能力的实际增长,这样才能使教师已经接受的创造教育理念落实到创造性教学行为上。430 primary school teachers were investigated using a battery of questionnaires to examine the mediating role of teaching-regulated ability on the relationship between their conceptions of creativity fostering and creativity fostering behaviors. The results indicated that（1 ） conceptions of creativity fostering and teaching-regulated ability including its subscales could predict creativity fostering behaviors positively and significantly; （2） teaching- regulated ability including its subscales, such as planning, regulating, evaluating and self-reflection partially mediated the relationship between the conceptions of creativity fostering and the creativity fostering behaviors. The results prompt us to put an eye on the growth of teachers＇ teaching-regulated ability after mastering conceptions of creativity fostering in the teacher training program.

关 键 词：小学教师 创造性教学行为 创造力培养观 教学监控能力 中介作用 

分 类 号：G441[哲学宗教—心理学]