初中生创造性思维加工策略及其测试研究
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摘要
本文通过对创造性的涵义、相关研究以及创造性的认知层面研究现状的介绍，提出了创造性思维加工策略这一概念。本研究将创造性思维加工策略界定为在自我监控条件下对已经获得的信息在头脑中进行新颖、独特改造的一般的、普遍的、有效的思维方法。具有以下两个特点：创造性思维活动过程在自我监控下完成；对输入头脑中的信息进行创造性操作。
本研究的研究过程可以归纳为两个主要阶段：建构创造性思维加工策略分类系统及实施创造性思维加工策略测试方案。研究方法主要采用文献分析法和测量法。在创造性思维加工策略的建构阶段，主要采用文献分析法，综合国内外大量研究文献，建立了创造性思维加工策略分类系统。分类系统中包括五种主要的创造性思维加工策略：变形策略、类比策略、移植策略、联想策略、重组策略。每种策略又包括一些具体的操作技术。在实施创造性思维加工策略测试方案阶段，主要采用测量法根据所建构的分类系统编制了一套初中生创造性思维加工策略测试方案，并以初二学生为被试进行了初步研究。
研究结果表明，创造性思维加工策略测试方案具有一定的信度、效度和区分度，创造性思维加工策略是可测的；类比策略和联想策略的使用率高于变形策略、移植策略和重组策略的使用率，各种策略和策略总分的性别差异不显著；由于本方案运用间接的方法，所以具有一定的适用范围和前提条件，并不排除存在其他策略和研究方法的可能性。
This thesis put forward the concept of creative thinking processing strategy by introducing the meaning of creativity, its correlational research and the study of cognitive aspect of creativity. In this research, creative thinking processing strategy is a general, effective method by which the information of brain will be reconstructed during self-monitoring. We should know two characters to understand this concept. First, by self-monitoring the creative thinking acts. Second, the information of brain be operated creatively.
There are two phases in this research .The first phase is to build assortment system of creative thinking processing strategy. The second phase is to put the testing project of creative thinking processing strategy into practice. The literature analytical method and measurement method were administered. We studied a lot of research inside and outside the country, then built the assortment system of creative thinking processing strategy by literature analytical method in the first phase. There are five strategies in this assortment system. They are transfiguration strategy, analogy strategy, transplant strategy, association strategy, recompose strategy. Each strategy includes some idiographic operation technics. We worked out a test of creative thinking processing strategy by measurement method that is for the junior middle school students in the second phase. We also test grade two students to begin the pilot study.
The results indicate that the test is reliable and valid, at the same time the test can discriminate the students with different creativity. The analogy strategy and association strategy have been used more often than the transfiguration strategy, transplant strategy and recompose strategy. The gender difference among each strategy and total strategies isn't significant. For we exert indirect method, the test has definite range of applying and precondition. Thus perhaps other methods can be used and other strategies could exist.
本研究的研究过程可以归纳为两个主要阶段：建构创造性思维加工策略分类系统及实施创造性思维加工策略测试方案。研究方法主要采用文献分析法和测量法。在创造性思维加工策略的建构阶段，主要采用文献分析法，综合国内外大量研究文献，建立了创造性思维加工策略分类系统。分类系统中包括五种主要的创造性思维加工策略：变形策略、类比策略、移植策略、联想策略、重组策略。每种策略又包括一些具体的操作技术。在实施创造性思维加工策略测试方案阶段，主要采用测量法根据所建构的分类系统编制了一套初中生创造性思维加工策略测试方案，并以初二学生为被试进行了初步研究。
研究结果表明，创造性思维加工策略测试方案具有一定的信度、效度和区分度，创造性思维加工策略是可测的；类比策略和联想策略的使用率高于变形策略、移植策略和重组策略的使用率，各种策略和策略总分的性别差异不显著；由于本方案运用间接的方法，所以具有一定的适用范围和前提条件，并不排除存在其他策略和研究方法的可能性。
This thesis put forward the concept of creative thinking processing strategy by introducing the meaning of creativity, its correlational research and the study of cognitive aspect of creativity. In this research, creative thinking processing strategy is a general, effective method by which the information of brain will be reconstructed during self-monitoring. We should know two characters to understand this concept. First, by self-monitoring the creative thinking acts. Second, the information of brain be operated creatively.
There are two phases in this research .The first phase is to build assortment system of creative thinking processing strategy. The second phase is to put the testing project of creative thinking processing strategy into practice. The literature analytical method and measurement method were administered. We studied a lot of research inside and outside the country, then built the assortment system of creative thinking processing strategy by literature analytical method in the first phase. There are five strategies in this assortment system. They are transfiguration strategy, analogy strategy, transplant strategy, association strategy, recompose strategy. Each strategy includes some idiographic operation technics. We worked out a test of creative thinking processing strategy by measurement method that is for the junior middle school students in the second phase. We also test grade two students to begin the pilot study.
The results indicate that the test is reliable and valid, at the same time the test can discriminate the students with different creativity. The analogy strategy and association strategy have been used more often than the transfiguration strategy, transplant strategy and recompose strategy. The gender difference among each strategy and total strategies isn't significant. For we exert indirect method, the test has definite range of applying and precondition. Thus perhaps other methods can be used and other strategies could exist.
引文
[1] 武欣．张厚粲．创造力研究的新进展．北京师范大学学报，1997．1：13-18
[2] 俞国良．创造力心理学．浙江人民出版社，1996．10-42页
[3] 施建农．创造性系统模型．心理学动态，1995．3：1-5
[4] 张燕．邢利娅．学前教育科学研究方法．北京师范大学出版社，1999．50-59
[5] 张庆林．当代认知心理学在教学中的应用．西南师范大学出版社，1995
[6] 杨向东．认知策略的运行机制与理论模型．宁波大学学报，1999．1：9-15
[7] 曲衍立．张梅玲．类比迁移研究综述．心理学动态，2000．2
[8] 陈达专．青年创造心理与智力开发，1988．8、
[9] 陈龙安．创造性思维与教学．中国轻工业出版社，1999．6
[10] 阎金铎等．学习生理．心理和策略．北京师范大学出版社，1999．5
[11] 周道生．陶晓春．实用创造学．南京师范大学出版社，2000
[12] 周耀烈．创造理论与应用．浙江大学出版社，2000．8
[13] 陈英和．认知发展心理学．浙江人民出版社，1996．10-20页
[14] 王振宁．儿童心理发展理论．华东师范大学出版社，2000．220-224
[15] 徐展．张庆林．关于创造性的研究述评．心理学动态，2001．1
[16] 吴庆麟等．认知教学心理学．上海科学技术出版社，2000．168-207页
[17] John B．Best著．黄希庭等译：认知心理学．中国轻工业出版社，2000．5
[18] 蔡晓晖．戴忠恒．关开设思维能力训练课程对中学生智能水平影响的实验研究．心理科当学，1993．6
[19] 李力红．曲桂丽．中学生心理控制区水平与创造力关系的研究．心理发展与教育，1998．3
[20] 李洪玉．思维策略．百花文艺出版社，2002．1
[21] 董奇．儿童创造力发展心理．浙江教育出版社，1993．1
[22] 金瑜．心理测量．华东师范大学出版社，2001．8
[23] 燕良轼．创新素质教育论．广东教育出版社，2002．6
[24] 黄煜峰．雷雳．初中生心理学．浙江教育出版社，1993．12
[25] John E Feldhusen. Creativity: A knowledge base, metacognitive skills, and personality factors. The journal of creative behavior, 1995, 29(4): 255-268
[26] Gerald E Smith. Idea-Generation techniques: A formulary of active ingredients. The journal creative behavior, 1998,32(2): 107-133
[27] Edward S. Ebert, Ⅱ. The cognitive spiral: Creative thinking and cognitive processing. The
journal of creative behavior, 1994, 28(4):275-290
[28] Keng Siau. Knowledge discovery as an aid to organizational creativity. The journal of creative behavior, 2000,34(4):248-258
[29] Daniel J. Pesut. Creative thinking as a self-regulatory metacognitive process-A model for education, training and further research. The journal of creative behavior,1990.24(2): 105-110
[30] Metcalfe, J.Dynamic metacognitive monitoring during problem solving. Journal of experimental psychology: learning memory and cognition,1986,12(pp.623-634)
[31] McCrae, R. R.: Creativity, divergent thinking and openness to experience. Journal of personality and social psychology, 1987, 52(pp.1258-1265)
[32] Martinsen: Insight problems revised: The influence of cognitive styles and experience on creative problem solving. Creativity research journal, 1993, 8 (pp.291-298)
[2] 俞国良．创造力心理学．浙江人民出版社，1996．10-42页
[3] 施建农．创造性系统模型．心理学动态，1995．3：1-5
[4] 张燕．邢利娅．学前教育科学研究方法．北京师范大学出版社，1999．50-59
[5] 张庆林．当代认知心理学在教学中的应用．西南师范大学出版社，1995
[6] 杨向东．认知策略的运行机制与理论模型．宁波大学学报，1999．1：9-15
[7] 曲衍立．张梅玲．类比迁移研究综述．心理学动态，2000．2
[8] 陈达专．青年创造心理与智力开发，1988．8、
[9] 陈龙安．创造性思维与教学．中国轻工业出版社，1999．6
[10] 阎金铎等．学习生理．心理和策略．北京师范大学出版社，1999．5
[11] 周道生．陶晓春．实用创造学．南京师范大学出版社，2000
[12] 周耀烈．创造理论与应用．浙江大学出版社，2000．8
[13] 陈英和．认知发展心理学．浙江人民出版社，1996．10-20页
[14] 王振宁．儿童心理发展理论．华东师范大学出版社，2000．220-224
[15] 徐展．张庆林．关于创造性的研究述评．心理学动态，2001．1
[16] 吴庆麟等．认知教学心理学．上海科学技术出版社，2000．168-207页
[17] John B．Best著．黄希庭等译：认知心理学．中国轻工业出版社，2000．5
[18] 蔡晓晖．戴忠恒．关开设思维能力训练课程对中学生智能水平影响的实验研究．心理科当学，1993．6
[19] 李力红．曲桂丽．中学生心理控制区水平与创造力关系的研究．心理发展与教育，1998．3
[20] 李洪玉．思维策略．百花文艺出版社，2002．1
[21] 董奇．儿童创造力发展心理．浙江教育出版社，1993．1
[22] 金瑜．心理测量．华东师范大学出版社，2001．8
[23] 燕良轼．创新素质教育论．广东教育出版社，2002．6
[24] 黄煜峰．雷雳．初中生心理学．浙江教育出版社，1993．12
[25] John E Feldhusen. Creativity: A knowledge base, metacognitive skills, and personality factors. The journal of creative behavior, 1995, 29(4): 255-268
[26] Gerald E Smith. Idea-Generation techniques: A formulary of active ingredients. The journal creative behavior, 1998,32(2): 107-133
[27] Edward S. Ebert, Ⅱ. The cognitive spiral: Creative thinking and cognitive processing. The
journal of creative behavior, 1994, 28(4):275-290
[28] Keng Siau. Knowledge discovery as an aid to organizational creativity. The journal of creative behavior, 2000,34(4):248-258
[29] Daniel J. Pesut. Creative thinking as a self-regulatory metacognitive process-A model for education, training and further research. The journal of creative behavior,1990.24(2): 105-110
[30] Metcalfe, J.Dynamic metacognitive monitoring during problem solving. Journal of experimental psychology: learning memory and cognition,1986,12(pp.623-634)
[31] McCrae, R. R.: Creativity, divergent thinking and openness to experience. Journal of personality and social psychology, 1987, 52(pp.1258-1265)
[32] Martinsen: Insight problems revised: The influence of cognitive styles and experience on creative problem solving. Creativity research journal, 1993, 8 (pp.291-298)