心理与行为研究

›› 2007, Vol. 5 ›› Issue (1): 13-17.

• 论文 • 上一篇    下一篇

训练方法对不同创造力水平儿童创造力发展的影响

葛 操1,2 白学军1   

  1. （1天津师范大学心理与行为研究院，天津 300074）（2郑州大学教育学院，郑州 450001）
  • 收稿日期:2006-11-14 修回日期:1900-01-01 出版日期:2007-03-20 发布日期:2007-03-20
  • 通讯作者: 葛 操

EFFECTS OF TRAINING METHODS ON CHILDREN WITH DIFFERENT CREATIVITY LEVELS

Ge Cao1,2, Bai Xuejun1   

  1. (1 Academy of Psychology and Behavior in Tianjin Normal University, Tianjin 300074; 2 School of Education of Zhengzhou University, Zhengzhou 450001)
  • Received:2006-11-14 Revised:1900-01-01 Online:2007-03-20 Published:2007-03-20
  • Contact: Ge Cao

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摘要： 采用修订的威廉斯创造性思维量表筛选出创造力水平低和创造力水平高的两组儿童，随机分配到头脑风暴法训练组、强制联想法训练组和控制组，分别进行5周的创造力训练。结果显示，在创造力的开放性和精密性维度上，头脑风暴法对创造力水平低的儿童的创造力提高具有显著的效应；两种训练方法对高创造力水平儿童的创造力成绩提高不起作用。儿童的创造力训练应考虑个体原有的创造力水平之间的差异和方法的有效性。

关键词: 创造力, 头脑风暴法, 强制联想法, 训练

Abstract: Adopted Williams Creativity Assessment Pocket–R(CAP-R), children with higher creativity level and lower creativity level were selected and assigned to one of 3 different conditions: brainstorming training, forced relation training and a control group. After 5 weeks′ creativity training，the results were as follows: To the lower creativi?鄄ty level group, brainstorming training had great effects on the dimensions of openness and elaboration. Two training methods had no significant effects on higher creativity level children. When creativity training was in?鄄volved, we should care more about individuals′ differences and the effects of methods.

Key words: creativity, brainstorming, forced relation, training

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