【摘要】：目的:探討發(fā)散思維訓練對創(chuàng)造性個性和創(chuàng)造性思維的影響,探索培養(yǎng)創(chuàng)造力的有效途徑。方法:以119名初中一年級學生為被試,對62名(實驗班)學生進行發(fā)散思維訓練,57名(對照班)學生不進行發(fā)散思維訓練。采用托倫斯創(chuàng)造思維測驗、中學生創(chuàng)造性個性測驗、學生發(fā)散思維測驗,對兩班學生于實驗前后施測。結(jié)果:訓練前,實驗班和對照班學生創(chuàng)造性個性和創(chuàng)造性思維測驗、發(fā)散思維測驗總評分差異無統(tǒng)計學意義(9.3±2.1/9.1±1.9,t=1.47,P=0.293;9.1±0.8/8.4±0.5,t=5.21,P=0.291)。訓練后,實驗班學生創(chuàng)造性個性和創(chuàng)造性思維測驗評分較對照班提高(10.5±1.9/9.4±2.1,t=2.96,P0.01);訓練后發(fā)散思維測驗評分實驗班高于對照班(11.0±1.8/8.8±1.8,t=7.69,P0.01)。結(jié)論:發(fā)散思維訓練對提高學生的創(chuàng)造力是有效的。
[Abstract]:Objective: to explore the influence of divergent thinking training on creative personality and creative thinking, and to explore an effective way to cultivate creativity. Methods: 119 students in the first grade of junior middle school were selected as subjects. 62 students (experimental class) were trained in divergent thinking, and 57 students (control class) were not trained in divergent thinking. Tolens creative thinking test, middle school students creative personality test, student divergent thinking test were used to test the students in two classes before and after the experiment. Results: before training, there was no significant difference in the total scores of creative personality and creative thinking test and divergent thinking test between the experimental class and the control class (9.3 鹵2.1 鹵9.1 鹵1.9, t = 1.47, P = 0.293 鹵9.1 鹵0.8 鹵8.4 鹵0.5, t = 5.21, P 鈮，

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