大学生信息素养与创造性问题提出能力的关系——批判性思维倾向的调节效应  

Information Literacy and Creative Problem Finding:Moderating the effect of critical thinking disposition

作　　者：刘春晖[1] 

机构地区：[1]北京师范大学中国基础教育质量监测协同创新中心,北京100875

出　　处：《北京师范大学学报（社会科学版）》2015年第1期55-61,共7页Journal of Beijing Normal University(Social Sciences)

基　　金：教育部哲学社会科学研究重大攻关项目"拔尖创新人才成长规律与培养模式研究"(11JZD040);中央高校基本科研业务费专项资金资助项目"大学生创造性问题提出能力及其影响因素研究"(SKZZX2013027)

摘　　要：本研究考察了529名大学生的创造性问题提出能力,并探讨了信息素养、批判性思维倾向对其的影响。结果表明:(1)大学生的创造性问题提出能力总体较好,流畅性分数较高,灵活性和独创性的分数存在较大的个体差异;(2)班级类型、学科类别的主效应显著,性别和年龄主效应均不明显;(3)大学生创造性问题提出能力与信息素养、批判性思维倾向存在显著正相关,批判性思维倾向在信息素养预测创造性问题提出能力时起调节作用。提升学生的信息素养和批判性思维能力,有助于培养高素质创造性人才。This study investigated 529 college students in order to explore the relationship among creative problem finding,information literacy,and critical thinking disposition. The results are as follows. First, creative scores on fluency, flexibility,and uniqueness were significantly different between majors and class types. To be specific, the scores of the Liyun class were significantly higher than the normal class. The score of fluency, flexibility, and uniqueness among the students of art were separately higher than that in the students of science. The main effect and interaction of age and gender were all not significant. Two, creative problem finding ability was significantly associated with information literacy and critical thinking disposition. Critical thinking disposition played a moderating effect between information literacy and critical problem finding ability. Therefore, to enhance information literacy and critical thinking is an effective way toward innovation training.

关 键 词：大学生 创造性问题提出 信息素养 批判性思维倾向 

分 类 号：G44[哲学宗教—心理学]