阅读障碍学生创造力特征的研究  

Study of the Creative Features in Students with Reading Problems

作　　者：张向葵[1] 孙天威[2] 缴润凯[1] 

机构地区：[1]东北师范大学心理学系,长春130024 [2]南京解放军理工大学理学院,南京210097

出　　处：《心理发展与教育》2004年第2期1-6,共6页Psychological Development and Education

基　　金：全国教育科学"十五"规划重点课题成果之一(项目号:DBA010166).

摘　　要：本研究采用问卷测量的方法,对76名阅读障碍学生的创造力特征以及教师对其创造力评价的客观性进行了研究,结果表明:(1)阅读障碍学生的创造力总分与正常学生并无显著差异,但阅读障碍学生创造力的独特性和抽象性成绩显著优于正常学生。(2)对阅读障碍学生而言,流畅性、精细性和创造力总分存在性别差异;创造力总分亦存在年级差异;独特性与创造力总分在年级与性别因素上均存在交互作用。(3)不同学科教师对正常学生的创造力评价显著高于阅读障碍学生,他们对正常学生的创造力评价基本客观,对阅读障碍学生创造力的评价则与测验成绩呈显著负相关。This study used 76 students as subject to investigate the features of creativity in the Reading Disabled Students and objectivity of the teachers' assessments on creativity by means of questionnaires. The result indicated that (1) There were no significant differences on general creativity between the Reading Disabled and the normal students, but the Reading Disabled students better than the normal students on the dimensions of originality and abstraction. (2) For the Reading Disabled students, there were significant differences on fluency, meticulousness and general creativity between boys and girls, and there were significant differences on general creativity between the two grades used. Also it was found that there were significant interactions between gender and grade. (3) Different teachers' assessments for the normal students were remarkably significant than the assessments for the Reading Disabled Students. There were negative correlations between the general creativity and the assessments of different teachers', but teachers' assessments on the creativity were objective for the normal students.

关 键 词：阅读障碍 创造力 思维方式 学生心理 

分 类 号：G444[哲学宗教—心理学]