發(fā)布時(shí)間：2018-06-27 23:08

  本文選題：大學(xué)生 + 創(chuàng)新素質(zhì)��； 參考：《重慶大學(xué)》2012年碩士論文

【摘要】：創(chuàng)新素質(zhì)本質(zhì)上是指一個(gè)人在先天生理基礎(chǔ)上，通過后天環(huán)境影響和教育所獲得的，內(nèi)化的和相對穩(wěn)定的對創(chuàng)新活動(dòng)發(fā)揮關(guān)鍵作用的心理特點(diǎn)和基本品質(zhì)。創(chuàng)新素質(zhì)是個(gè)人整體素質(zhì)的重要組成部分，由多種心理因素所構(gòu)成，具有復(fù)雜的結(jié)構(gòu)。本研究通過深入分析國內(nèi)外相關(guān)文獻(xiàn)認(rèn)為，創(chuàng)新素質(zhì)的結(jié)構(gòu)應(yīng)包含創(chuàng)新意識(shí)、創(chuàng)新能力、創(chuàng)新人格三部分。創(chuàng)新意識(shí)是個(gè)體對創(chuàng)新的認(rèn)識(shí)，由創(chuàng)新引發(fā)的情緒反應(yīng)，以及為創(chuàng)新活動(dòng)所做的準(zhǔn)備；創(chuàng)新能力是個(gè)體創(chuàng)造某種符合國家、社會(huì)或個(gè)人價(jià)值需要的具有革新性或獨(dú)創(chuàng)性的產(chǎn)品所具備的主觀條件；創(chuàng)新人格是內(nèi)在、持久、穩(wěn)定地促使個(gè)體取得創(chuàng)新的人格特征。 本研究的目的旨在確定大學(xué)生創(chuàng)新意識(shí)、創(chuàng)新能力、創(chuàng)新人格的結(jié)構(gòu)維度，編制測量大學(xué)生創(chuàng)新素質(zhì)的調(diào)查工具，藉此對大學(xué)生創(chuàng)新素質(zhì)的現(xiàn)狀特征進(jìn)行描述，并在此基礎(chǔ)上編制大學(xué)生創(chuàng)新意識(shí)培養(yǎng)開發(fā)課程操作方案，采用實(shí)驗(yàn)組—控制組前測后測的實(shí)驗(yàn)設(shè)計(jì)驗(yàn)證其對創(chuàng)新意識(shí)整體及各維度開發(fā)的有效性。本研究主要得出了以下結(jié)論： 1.大學(xué)生創(chuàng)新素質(zhì)主要由創(chuàng)新意識(shí)、創(chuàng)新能力、創(chuàng)新人格三方面構(gòu)成。其中大學(xué)生創(chuàng)新意識(shí)包含3個(gè)維度，分別是創(chuàng)新認(rèn)識(shí)、創(chuàng)新情緒、創(chuàng)新準(zhǔn)備；大學(xué)生創(chuàng)新能力包含3個(gè)維度，包括創(chuàng)新思維能力、創(chuàng)新學(xué)習(xí)能力、創(chuàng)新實(shí)踐能力；大學(xué)生創(chuàng)新人格包含4個(gè)維度，分別是機(jī)敏獨(dú)特、求真務(wù)實(shí)、果敢自立、進(jìn)取張揚(yáng)。 2.本研究編制的大學(xué)生創(chuàng)新意識(shí)調(diào)查問卷、大學(xué)生創(chuàng)新能力調(diào)查問卷和大學(xué)生創(chuàng)新人格調(diào)查問卷具備較好的信效度，可以作為評價(jià)和檢驗(yàn)大學(xué)生創(chuàng)新素質(zhì)的依據(jù)。 3.比較而言，大學(xué)生的創(chuàng)新意識(shí)水平稍高，，創(chuàng)新人格水平一般，創(chuàng)新能力水平最低。 4.不同性別、不同學(xué)校層次、不同年級以及不同學(xué)生干部經(jīng)歷的大學(xué)生的創(chuàng)新意識(shí)水平存在一定差異；不同性別、年級、專業(yè)和不同學(xué)生干部經(jīng)歷的大學(xué)生創(chuàng)新能力存在差異；不同性別和學(xué)生干部經(jīng)歷大學(xué)生的創(chuàng)新人格存在顯著差異。 5.通過培養(yǎng)開發(fā)，大學(xué)生的創(chuàng)新認(rèn)識(shí)、創(chuàng)新情緒、創(chuàng)新準(zhǔn)備以及創(chuàng)新意識(shí)整體水平得到了有效提升。
[Abstract]:The quality of innovation essentially refers to the psychological characteristics and basic qualities of a person who, on the basis of innate physiology and acquired environmental influence and education, play a key role in the innovation activities, which is internalized and relatively stable. Creative quality is an important part of individual's overall quality, which is composed of many psychological factors and has a complex structure. Through the in-depth analysis of domestic and foreign literature, the structure of innovation quality should include three parts: innovation consciousness, innovation ability and innovative personality. Innovation consciousness is the individual's understanding of innovation, the emotional response caused by innovation, and the preparation for innovation activities; the ability of innovation is the ability of individuals to create something that conforms to the state, The subjective conditions of innovative or original products required by social or personal value; innovative personality is the personality characteristic of internal, lasting and stable promoting individuals to achieve innovation. The purpose of this study is to determine the structural dimensions of college students' innovation consciousness, innovation ability and innovative personality, and to compile a survey tool to measure the innovative quality of college students, so as to describe the current characteristics of college students' innovative quality. On the basis of this, the course operation scheme of cultivating and developing the innovative consciousness of college students was worked out, and the experimental design of pre-test and post-test of the experimental group was adopted to verify its validity to the development of innovation consciousness as a whole and every dimension. The main conclusions of this study are as follows: 1. The innovative quality of college students is mainly composed of three aspects: innovation consciousness, innovation ability and innovative personality. The innovation consciousness of college students includes three dimensions, that is, innovation cognition, innovation emotion and innovation preparation, and college students' innovation ability includes three dimensions, including innovative thinking ability, innovative learning ability and innovative practical ability. College students' innovative personality includes four dimensions, namely, smart and unique, pragmatic, bold and independent, and enterprising. 2. 2. The questionnaire of college students' innovation consciousness, the questionnaire of college students' innovation ability and the questionnaire of college students' innovative personality have good reliability and validity, which can be used as the basis for evaluating and testing the innovative quality of college students. In comparison, the level of innovation awareness of college students is slightly higher, the level of innovative personality is general, and the level of innovation ability is the lowest. 4. 4. Different gender, different school levels, different grades and different student cadres experience different levels of college students' innovative consciousness, and different gender, grade, specialty and different student cadres experience different innovative ability of college students. There are significant differences between different genders and student cadres' innovative personality of college students. 5. 5. Through the cultivation and development, the overall level of innovation awareness, innovation emotion, innovation preparation and innovation consciousness of college students have been effectively promoted.
【學(xué)位授予單位】：重慶大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2012
【分類號】：G642

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本文編號：2075621