课堂网络学习影响创造力的质性研究  

A Qualitative Research on Students' Creativity Characteristics in Web-based Classroom

作　　者：曹培杰[1] 

机构地区：[1]中国教育科学研究院,北京100088

出　　处：《远程教育杂志》2013年第6期49-54,共6页Journal of Distance Education

基　　金：中国教育科学研究院基本科研业务费专项基金"中小学生对信息化教学的价值感知情况调查"(课题编号:GY2012XDY57);联校教育社科医学研究论文奖计划(课题编号JY11011)的资助

摘　　要：为探索信息技术与学科教学的深度融合,A校开设了人手一台笔记本的"网络班",探索网络环境下的常规课堂教学。两年之后,网络班学生表现出高创造力特征,他们的创造力倾向和创造性思维得分均明显优于非网班,课堂网络学习与创造力之间的关系引起关注。通过质性研究发现,课堂网络学习影响创造力的关键因素包括:课堂教学更加开放,允许学生发出不同的声音;为学生提供更多的知识来源,使其拥有较为丰富的知识储备;鼓励小组合作,提供更多的参与机会。丰富技术支持并非网络班学生高创造力表现的直接影响因素,但技术本身所具有的新媒体特点,能够为创新教学提供有力支撑。A school sets up many＂network classes＂ for exploring technology integration in the subject teaching. Two years later, the students of network class have high creativity characteristics, and their scores in creativity tendency and creativity thinking are higher than those of ＂non-network classes＂. A qualitative research finds that the key factors of creativity in web-based classroom include： allowing students to voice their different ideas; providing the students with more sources of knowledge; encouraging students＇ participation in teamwork. There is no necessary link between technology and creativity, while information technology described as new media will be able to provide strong support for the implementation of innovative teaching.

关 键 词：课堂网络环境 创造力 认知发展 网络与认知 

分 类 号：G420[文化科学—课程与教学论]