课堂环境如何影响学生创新能力发展--作用机制与异质性探索  

How Does the Classroom Environment Influence Students’Creativity Development:The Exploration of Mechanism and Heterogeneity

作　　者：张亚星[1] 刘文萍 周金燕[1] ZHANG Yaxing;LIU Wenping;ZHOU Jinyan(Faculty of Education/Capital Research Base for Economics of Education,Beijing Normal University,Beijing 100875,China;Faculty of Education,East China Normal University,Shanghai 200062,China)

机构地区：[1]北京师范大学教育学部/首都教育经济研究基地,北京100875 [2]华东师范大学教育学部,上海200062

出　　处：《教育学报》2024年第5期151-166,共16页Journal of Educational Studies

基　　金：北京市教育科学“十四五”规划2024年度重点课题“北京市基础教育创新人才培养的家校社协同机制研究”(BAEA24028)阶段性研究成果。

摘　　要：基于北京市小学生创新能力调查数据,构建回归模型和有调节的中介模型,探究课堂环境对学生创新能力发展的影响效应、作用机制及异质性特征。研究结果如下:六类课堂环境均可显著影响学生创新思维和创新人格发展;创新自我效能感在课堂参与和合作行为两类课堂环境与创新思维间起部分中介作用,而在这两类课堂环境与创新人格间起完全中介作用;同伴关系、课堂参与和合作行为三类课堂环境与创新思维的关系在不同家庭社会经济地位之间存在异质性;创新自我效能感在合作行为这一课堂环境与学生创新思维间的中介作用受到家庭社会经济地位的调节。研究对学生创新能力培养和低家庭社会经济地位学生发展具有重要的理论意义和实践启示,建议分别以教师和学生为主体构建积极的课堂环境,关注学生的创新心态,对低家庭社会经济地位学生进行有针对性的学业和心理帮扶。Based on the survey data on students’creativity in Beijing,regression models and moderated mediation models were constructed to investigate the effects,mechanisms,and heterogeneity characteristics of the classroom environment on students’creativity.The findings were as follows:all six types of classroom environments could significantly affect students’creative thinking and creative personality development;creative self-efficacy partially mediated the relationship between two types of classroom environments,i.e.classroom participation and cooperative behavior,and creative thinking,and fully mediated the relationship between these two types of the classroom environment and creative personality;the relationship between peer relationship,classroom participation,and cooperative behavior as three types of classroom environments and creative thinking exhibits heterogeneity across different family socioeconomic statuses;the mediating role of creative self-efficacy between cooperative behavior and students’creative thinking was moderated by family socioeconomic status.This study has important theoretical implications and practical implications for the cultivation of students’creativity and the development of students with low family socioeconomic status.It is recommended to build positive teacher-driven and student-driven classroom environments,pay attention to students’creative mindset,and provide targeted academic and psychological support for students with low family socioeconomic status.

关 键 词：创新能力 创新思维 创新人格 课堂环境 创新自我效能感 家庭社会经济地位 

分 类 号：G625.5[文化科学—教育学]