课堂教学策略对中学生科学创造力的影响  

Research on the Influence of Classroom Teaching Strategies on Middle School Students’Scientific Creativity

作　　者：蔡全劲 熊建文[2] 罗林毅 张健[1] Cai Quanjin;Xiong Jianwen;Luo Linyi;Zhang Jian(不详)

机构地区：[1]华南师范大学物理与电信工程学院,广州510006 [2]华南师范大学校务处

出　　处：《教育测量与评价》2021年第2期43-49,55,共8页Educational Measurement and Evaluation

基　　金：“协同创新视域下粤港澳大湾区中学生科学素养的现状和发展研究”(GD19CJY15)的成果。

摘　　要：以广东省两所普通高中的学生为调查对象,采用《青少年科学创造力测验》和《中学课堂教学策略感知量表》,测量中学生的科学创造力水平、教师的课堂教学策略实效以及课堂教学策略对中学生科学创造力的影响情况,研究发现,中学课堂教学策略中的教学动机策略维度和教学方法策略维度能够正向预测学生的科学创造力水平。为了优化课堂教学策略,促进学生科学创造力的发展,教师可以通过教学动机策略维持学生认知与情感的开放性、制造学生情感与认知的冲突;通过教学方法策略引导学生从多个角度发现和解决问题、训练学生复杂的思维过程和想象力、提升学生解决真实问题的能力。In this paper,the level of students’scientific creativity,the effectiveness of teachers’classroom teaching strategies and the influence of classroom teaching strategies on students’scientific creativity were measured by taking students from two ordinary high schools in Guangdong Province as the survey object,and using The Youth Science Creativity Test and The Middle School Classroom Teaching Strategy Perception Scale.The result shows that the teaching motivation strategy dimension and the teaching method strategy dimension in the middle school classroom teaching strategy can positively predict the level of students’scientific creativity.In order to optimize classroom teaching strategies and promote their development of scientific creativity,teachers can maintain the openness of students’cognition and emotion and create their emotional conflicts and cognitive conflicts by using teaching motivation strategy.At the same time,teachers can use the teaching method strategy to guide students to discover and solve problems from multiple angles,train their complex thinking process and imagination,and improve students’ability to solve real problems.

关 键 词：课堂教学策略 科学创造力 教学动机 科学教育 

分 类 号：G40-058.1[文化科学—教育学原理]