家庭与学校支持如何影响中小学生的创造力?——基于社会与情感能力测评数据的国际比较分析被引量：1

How Does the Support from Family and School Affect the Creativity of Primary and Secondary School Students?--An International Comparative Analysis Based on SSES

下载PDF

导出

摘要 21世纪以来,创新成为世界上几乎所有发达国家追求的共同目标,创造力的发展也逐渐成为各国教育努力的重点方向。基于OECD 2021年发布的社会与情感能力测评的全球报告,对比中国苏州与OECD国家参与测评城市的数据,探讨中小学生创造力的影响因素,并采用两水平线性模型分析家庭及学校因素对于中小学生创造力的影响效应。研究发现,参与本次测评的中国苏州学生在惩罚型父母、亲子关系、课外活动、师生关系以及创造力自我评价上的得分都显著高于OECD国家城市学生,而在家庭社会经济地位和理解型父母得分上却显著低于后者。学生创造力发展存在显著的年龄与性别差异;家庭支持对学生创造力发展影响显著,但在具体维度的影响效应上有所区别;学校支持对于学生创造力发展具有显著的正向影响。学生的创造力水平是社会进步与个人发展的关键因素,基于此,应当关注个体差异,激发创造力的发展潜能;重视家庭支持,营造创造力发展的家庭氛围;加强学校支持,提升学生创造力思维品质。 Since the 21st century,innovation has become a common goal for most developed countries in the world,and the development of creativity has gradually become the focus of educational efforts in all countries.In 2021,the Organization for Economic Cooperation and Development released the results of the first international study on the development level of primary and secondary school students social and emotional skills,in which creativity was measured as an important dimension of open-mindedness.Based on the data of SSES released by OECD,by comparing the data of Suzhou,China,and other OECD cities that participated in the evaluation,this study analyzes the influential factors on primary and secondary school students creativity.It then uses a two-level hierarchical linear model to examine the effects of family and school factors on primary and secondary school students creativity.According to the study,students from Suzhou score significantly higher than students from other cities of the OECD countries on measures of punitive parents,parent-child relationships,extracurricular activities,teacher-student relationships,and self-evaluation of creativity,while scores on measures of family socioeconomic status and understanding parents are significantly lower than those of the latter group.Significant age and gender differences exist in the development of students creativity.The development of students creativity is greatly influenced by family support,while the effects of specific dimensions vary.Support from school has a very prominent positive effect on students development in creativity.The level of students creativity is a crucial component of both social advancement and personal growth.In light of this,we ought to pay attention to the difference in individuality,and encourage the potential for creative development;we ought to prioritize the family support and nurture a family environment that is conducive to the cultivation of creativity;we ought to strengthen the support from school and improve the quality of students creative thought.

作者王倩唐一鹏 Wang Qian;Tang Yipeng(Faculty of Education,East China Normal University,Shanghai 200062)

机构地区华东师范大学教育学部

出处《华中师范大学学报（人文社会科学版）》 CSSCI 北大核心 2024年第2期179-188,共10页 Journal of Central China Normal University:Humanities and Social Sciences

基金国家社会科学基金2022年度教育学重点课题“我国青少年社会与情感能力培养研究”(ABA220028)。

关键词家庭支持学校支持创造力 SSES support from family support from school creativity SSES

分类号 G632.0 [文化科学—教育学]

引文网络
相关文献

参考文献2

1韩琴,胡卫平,贾小娟.同伴互动小组结构对小学生创造性问题提出的影响[J].心理科学,2013,36(2):417-423. 被引量：8
2邵志芳,刘志,杨舒豫,黄忠敬.开放能力:中国青少年社会与情感能力测评分报告之四[J].华东师范大学学报（教育科学版）,2021,39(9):77-92. 被引量：8

二级参考文献39

1柯建桦.(2004).小组合作进行创造性问题解决历程之研究.台中师范学院.
2Amabile, T. M. , Barsade, S. G. , Mueller, J. S. , & Staw, B. M. (2005). Affect and creativity at work. Administrative Science Quar- terly, 50, 367 -403.
3Anderson, T., Howe, C., Soden, R., Halliday, J., & Low, J. (2001). Peer interaction and the learning of critical thinking skills in further education students. Instructional Science, 29, 1 - 32.
4Battistisch ,V., Solomon, D., & Delucehi, K. (1993) . Interaction processes and student outcomes in cooperative learning groups. Ele-mentary School Journal, 94, 19 - 32.
5Belle, A. , & Stuart, F. (2005). The role of interaction in enhancing a- chievement and student satisfaction in an online course. Arubric a- nalysis, 214-219.
6Chand, I. , & Runco, M. A. ( 1993 ). Problem finding skills as compo- nents in the creative process. Personality and Individual differences, 14, 155 - 162.
7Edwards, S. , & Bowman M.A. (1996). Promoting student learning through questioning: A Study of Classroom Questions. Journal on Excellence in College Teaching, 7, 3 -24.
8Elizabeth, S. H. ( 1991 ). An examination of the types of questions asked by the young child. Dissertation of Education of Southern Con- necticut State University.
9Fleming,V. M. , & Alexander, J.M. (2001). The benefits of peer col- laboration: Are replication with a delayed Posttest. Contemporary Educational Psychology, 26, 588 - 601.
10Fuhrer,U. (1989). Effects of prior knowledge, crowding, and congru- ence of subjects ' and others' goals on question asking in an unfamil- iar setting. Psychological Reports, 64,131 - 145.