初中生数学创造力发展特点及其影响因素的研究
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摘要
当代世界科学技术和经济的飞速发展,向人们展示了这样一个现实,即人类的创造性活动推动了科技进步和经济腾飞。所以,培养和造就具有高素质的创造性人才已成为社会共同关注的一个问题,也是教育界的一个重大课题。本研究以普通中学的初中学生为研究对象,对他们的数学创造力发展特点,以及影响其数学创造力发展的因素,利用定量和定性相结合的方法进行系统、深入的探讨,一方面希望能够完善和丰富创造力在数学学科中的心理学理论,深化对学生数学创造力的认识。另一方面,希望为数学教育理论研究提供心理学基础,能为教学方法、教学理论提供一些理论依据,并提出在课堂教学中培养学生的数学创造力的教育对策和建议。
在对已有的相关创造力研究文献进行分析研究的基础上,我们进行了如下研究:第一,根据已有的相关文献,提出本研究中的数学创造力的概念,并编制本研究中的数学创造力的测试卷;第二,通过横向、纵向比较及显著性分析,探讨初中生数学创造力发展的特点及规律;第三,通过对调查数据的相关性和显著性等的分析,探讨初中生数学创造力的影响因素。
主要研究结果:
1、总体而言,初中生数学创造力水平不是很高。按阶段看,初中生数学创造力呈持续发展趋势,但并非直线式发展,初一至初二阶段发展缓慢,差异不显著;初二至初三发展迅速,且初三与初一、初二之间有显著差异。说明初中生数学创造力水平总的趋势是向前发展的。各维度方面,初中生在直觉思维总分、灵活性总分和独创性总分上随着年级的升高而上升,在直觉思维方面呈直线式上升,灵活性和独创性在初一至初二年级增长较平缓,初二至初三增长较快;而在流畅性方面,总的来看是随着年级上升呈现增长趋势,但初二有所下降。
2、在性别方面差异不显著。初中阶段男女生数学创造力在流畅性维度上存在显著差异,即女生的流畅性显著高于男生。在数学创造力总体水平和灵活性方面差异不显著,女生得分略高于男生,而在直觉思维和独创性维度上,男生得分略高于女生,但差异都不显著。
3、在影响初中生数学创造力的因素方面,城镇学校学生的数学创造力比乡村学生略高,但没有显著差异;在数学创造力各维度上,除了在独创性方面显著差异外,其它几个维度差异不显著;数学成绩与初中生数学创造力总分、直觉思维总分、灵活性总分均有显著相关,与流畅性总分和独创性总分相关性不显著。
根据研究结果对教育教学的启示:
1、改变传统数学课堂严肃的气氛。
2、面向全体与重点相结合。
3、重视学生非逻辑思维的发展。
4、注意诱发学生的灵感
The modern world the rapid development of science and technology and economics, showing the fact that the creative human activities to promote the scientific and technological progress and economic liftoff, Therefore, train and bring up a high level of creative talents has become a matter of common concern of society, education is also an important subject. This research by the general high school junior high students to study, for their creative development of mathematics, and the mathematics in the development of creative, the use of quantitative and qualitative to integrate the system and in-depth discussions, One hope to improve and creativity in a mathematical science of psychology theory, deepen the understanding of math creativity. On the other hand, hoping to study math education theories provide a psychological basis and for teaching method, teaching theories provide a theoretical basis, and in the classroom in promoting students' mathematical creativity education proposal.
In the relevant studies and creativity on the basis of research and analysis, we have proposed the following research purposes :
First, according to the relevant documents have been put forward this research in the creative concept and preparing the present study the mathematics of the creativity of the test roll ;Second, horizontal, vertical through a significant gender analysis and creative development of secondary school student in mathematics and laws ; third, the survey data of the relevance of such analysis and noteworthy, the effect of learning math creativity.
The present study the compiling of the maths test, the question was called "creative《maths test》, in order to prevent students from psychological effect to the math test question, and 618 to improve the final test, and its effective form of 601.
Main findings :
Ⅰ, generally speaking, learning math the level of creativity is not very high. in view of the stage, learning math creativity continue to show a trend, but not line, grade two stage of development, the new moon festival to development, no marked difference ;grade two to the development of the 3rd, and 3rd and the new moon festival, significant differences between grade two is learning maths. the creativity of the general trend is to develop further. Various dimensions to improve on intuition thinking up, flexibility and ingenuity of the total up with the rise in intuition thinking up ways to increase the flexibility and ingenuity line, in the new moon festival to grade two slowly growth, and 3rd grew rapidly ; in liquid in a whole year, as the rising trend, but has declined. grade two.
Ⅱ, in respect to gender differences is not significantly improve the overall junior high school math. creative stage men and women in addition to mathematical invention with a clear, there are remarkable differences which girls and boys significantly higher than the sex. in the overall level maths creativity and flexibility and scored higher than the boys and girls in both thought and originality, the higher dimensions boy, but differences were significant.
Ⅲ, In learning math impact of factors, the towns school students' mathematical creativity somewhat higher than the students, but no significant differences in mathematics creativity ; the dimensions, significant differences from the original ways, some other dimension was not noticeable differences in learning maths ; with creative thinking up mathematics, marks, flexibility has been marked up, and the flow of the total original marks, and does not correlate
在对已有的相关创造力研究文献进行分析研究的基础上,我们进行了如下研究:第一,根据已有的相关文献,提出本研究中的数学创造力的概念,并编制本研究中的数学创造力的测试卷;第二,通过横向、纵向比较及显著性分析,探讨初中生数学创造力发展的特点及规律;第三,通过对调查数据的相关性和显著性等的分析,探讨初中生数学创造力的影响因素。
主要研究结果:
1、总体而言,初中生数学创造力水平不是很高。按阶段看,初中生数学创造力呈持续发展趋势,但并非直线式发展,初一至初二阶段发展缓慢,差异不显著;初二至初三发展迅速,且初三与初一、初二之间有显著差异。说明初中生数学创造力水平总的趋势是向前发展的。各维度方面,初中生在直觉思维总分、灵活性总分和独创性总分上随着年级的升高而上升,在直觉思维方面呈直线式上升,灵活性和独创性在初一至初二年级增长较平缓,初二至初三增长较快;而在流畅性方面,总的来看是随着年级上升呈现增长趋势,但初二有所下降。
2、在性别方面差异不显著。初中阶段男女生数学创造力在流畅性维度上存在显著差异,即女生的流畅性显著高于男生。在数学创造力总体水平和灵活性方面差异不显著,女生得分略高于男生,而在直觉思维和独创性维度上,男生得分略高于女生,但差异都不显著。
3、在影响初中生数学创造力的因素方面,城镇学校学生的数学创造力比乡村学生略高,但没有显著差异;在数学创造力各维度上,除了在独创性方面显著差异外,其它几个维度差异不显著;数学成绩与初中生数学创造力总分、直觉思维总分、灵活性总分均有显著相关,与流畅性总分和独创性总分相关性不显著。
根据研究结果对教育教学的启示:
1、改变传统数学课堂严肃的气氛。
2、面向全体与重点相结合。
3、重视学生非逻辑思维的发展。
4、注意诱发学生的灵感
The modern world the rapid development of science and technology and economics, showing the fact that the creative human activities to promote the scientific and technological progress and economic liftoff, Therefore, train and bring up a high level of creative talents has become a matter of common concern of society, education is also an important subject. This research by the general high school junior high students to study, for their creative development of mathematics, and the mathematics in the development of creative, the use of quantitative and qualitative to integrate the system and in-depth discussions, One hope to improve and creativity in a mathematical science of psychology theory, deepen the understanding of math creativity. On the other hand, hoping to study math education theories provide a psychological basis and for teaching method, teaching theories provide a theoretical basis, and in the classroom in promoting students' mathematical creativity education proposal.
In the relevant studies and creativity on the basis of research and analysis, we have proposed the following research purposes :
First, according to the relevant documents have been put forward this research in the creative concept and preparing the present study the mathematics of the creativity of the test roll ;Second, horizontal, vertical through a significant gender analysis and creative development of secondary school student in mathematics and laws ; third, the survey data of the relevance of such analysis and noteworthy, the effect of learning math creativity.
The present study the compiling of the maths test, the question was called "creative《maths test》, in order to prevent students from psychological effect to the math test question, and 618 to improve the final test, and its effective form of 601.
Main findings :
Ⅰ, generally speaking, learning math the level of creativity is not very high. in view of the stage, learning math creativity continue to show a trend, but not line, grade two stage of development, the new moon festival to development, no marked difference ;grade two to the development of the 3rd, and 3rd and the new moon festival, significant differences between grade two is learning maths. the creativity of the general trend is to develop further. Various dimensions to improve on intuition thinking up, flexibility and ingenuity of the total up with the rise in intuition thinking up ways to increase the flexibility and ingenuity line, in the new moon festival to grade two slowly growth, and 3rd grew rapidly ; in liquid in a whole year, as the rising trend, but has declined. grade two.
Ⅱ, in respect to gender differences is not significantly improve the overall junior high school math. creative stage men and women in addition to mathematical invention with a clear, there are remarkable differences which girls and boys significantly higher than the sex. in the overall level maths creativity and flexibility and scored higher than the boys and girls in both thought and originality, the higher dimensions boy, but differences were significant.
Ⅲ, In learning math impact of factors, the towns school students' mathematical creativity somewhat higher than the students, but no significant differences in mathematics creativity ; the dimensions, significant differences from the original ways, some other dimension was not noticeable differences in learning maths ; with creative thinking up mathematics, marks, flexibility has been marked up, and the flow of the total original marks, and does not correlate
引文
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