首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 125 毫秒
1.
This paper examines the structure of implicit theories of creativity in a sample of gifted adolescents and describes the development and use of the Creative Self Checklist and the Creative Individual Checklist, adjective checklists designed to assess endorsement of creativity‐related personality and behavioral attributes. Findings indicate that the gifted rate aspects of risk‐taking and inquisitiveness as primary facets of their own creativity while defining artistic abilities and energy and motivation as important parts of creativity in others. This study also assessed the role that these implicit theories play in the display of creative behaviors with regard to both performance on creativity tests and participation in creative hobbies. Findings indicate that while performance on creativity measures is predictive of creative hobby participation, greater self‐endorsement of beliefs that are positively related to creativity also significantly predict creative behaviors.  相似文献   

2.
The aim of this article is to introduce some theoretical frameworks which may develop the research going on within phenomenography and variation theory. Central concepts from the epistemological and cognitive theories of Charles S. Peirce, Niklas Luhmann and Margaret Boden are presented and their implications for phenomenography and variation theory are discussed. Peirce's concept of the semiotic triad clarifies the interrelations of conceptions, their linguistic expressions and their meanings or referents. Luhmann's concepts of primary and secondary distinctions point out an implicit hierarchy of dimensions of variation. Boden's notion of conceptual spaces as grounds for explorative and transformative creativity points to the relevance and value of becoming familiar with the conceptional spaces of the outcomes of phenomenographic studies. Finally, I point to the possibility of including the notion of a “hidden curriculum” of the discipline as an implicit dimension of variation in classroom studies based on variation theory.  相似文献   

3.
教师的教育观念,尤其是教师的创造性内隐观在教师实施创造教育的过程中扮演着关键性角色。本文从内隐理论的角度出发综述了教师关于创造性、创造型学生特征和对学生创造性培养的观念,并在此基础上浅谈教师的创造性内隐观对教师培训的启示。  相似文献   

4.
创造力是正常人普遍具有的潜在的心理能力,创造力内隐理论对创造力的非正式评价及培养都起着重要的潜在作用。创造意识的产生在一定程度上建立在创造力内隐理论基础之上,可以说内隐理论是创造意识产生的最初形态。正因为创造力内隐理论的存在,随着逐步的显现、认识,不断的深化、发现,会逐渐明朗,最后成为创造意识。教师是否具有创造意识将直接影响中小学生创造潜能的开发和创造力水平的提高。所以培养每位未来教师形成正确的创造意识,是当前教师教育的重要任务。  相似文献   

5.
创造力内隐理论(implicit theories of creativity)是指一般公众(专家和外行人)在日常生活和工作背景下所形成的,且以某种形式存在于个体头脑中的关于创造力概念、结构及其发展的看法(也称为"内隐观"或"公众观")。研究教师的创造力内隐理论有助于研究者了解教师对于创造力的观念以及他们对待创造性儿童的态度,从而把握教师实施创造性教学的状况,有针对性地对教师进行培训,改进教师的教学,从而有利于在教育教学中对学生创造力的培养。通过教师对创造力的理解,对创造性学生的态度及人格特征的认识,对创造力的培养等论述,以期有助于我国教师创造力内隐理论的研究。  相似文献   

6.
The aim of the current study was to tap implicit theories of a set of values selected from Schwartz's value model. The associations to seven value items (helpful, broad‐minded, social justice, unity with nature, authority, ambitious and successful) were examined by a sample of 130 university students from three different fields of study (social science, business and technology). The findings suggest that the value items in Schwartz's value survey have relatively consistent meanings. The results mainly support Schwartz's theory by showing that most of the associations given to the value items could be located on the same value domain to which the item belonged or on the adjacent values. The influence of respondents' own value priorities and professional orientation on the associations was also evident in the results. From the standpoint of Holland's taxonomy of work environments, especially social science students' conceptions of Schwartz's value items are explainable to a large extent by their social interest, but business students do not exclusively represent the enterprising type and preferences to enhance selfish interest.  相似文献   

7.
Teachers are often urged to nurture creativity but their conceptions of creativity in specific school subjects may have limitations which weaken their attempts to do so. Primary school teachers in England were asked to rate lesson activities according to the opportunity they offered children for creative thought in science. The teachers could, overall, distinguish between creative and reproductive activities but, as predicted, there was evidence of narrow conceptions of school science creativity, biased towards fact finding, practical activity, and technological design. Some teachers saw creativity in essentially reproductive activities and in what simply stimulated interest and on‐task talk. Some implications and recommendations for teacher training and professional development are discussed.  相似文献   

8.
The article reports on a survey of special schools for children with social, emotional, and behavioural difficulties (SEBD) in Germany. The schools were asked by standardised mail questionnaire about their organisational structures. The rate of return was 77% and a total of 397 schools were included in the interpretation of data. The questionnaire asked for several items to analyse the structural elements and organisational compositions of the schools. Rather than measuring the effects of instruction and treatment in the separate school settings, the present study is basic research aiming at stocktaking of the current organisational status of these schools that have barely been the focus of research. The number of structural problems that SEBD schools in Germany have to face is enormous, according to the findings. It is arguable whether optimal service delivery and support to the pupils is possible under the general conditions revealed by the present study, e.g., inadequate number of teachers and other staff members (and thus insufficient staff for child guidance), only a few schools offering full‐time schooling services, and in only a few instances do we find inter‐agency collaboration.  相似文献   

9.
Whereas supra‐national higher education policies in the past decade have been criticised for their possible harm to the national governments’ autonomy, the Bologna process — as an international agreement — has received much more positive reactions from national governments, at least in the rhetoric sense. Nevertheless, a variety of approaches of governments can be noted to do justice to the agreements made in the Bologna Declaration (1999) . In this article, we shall try to explain the (gradual) change from Euroscepticism to acceptance of harmonisation attempts in higher education. We shall furthermore exemplify this change process by looking at developments in a number of European countries: UK, Greece, the Netherlands, Norway, Portugal, Austria and Germany.  相似文献   

10.
Past research has shown that hostile schemas and adverse experiences predict the hostile attributional bias. This research proposes that seemingly nonhostile beliefs (implicit theories about the malleability of personality) may also play a role in shaping it. Study 1 meta‐analytically summarized 11 original tests of this hypothesis (N = 1,659), and showed that among diverse adolescents aged 13–16 a fixed or entity theory about personality traits predicted greater hostile attributional biases, which mediated an effect on aggressive desires. Study 2 experimentally changed adolescents' implicit theories toward a malleable or incremental view and showed a reduction in hostile intent attributions. Study 3 delivered an incremental theory intervention that reduced hostile intent attributions and aggressive desires over an 8‐month period.  相似文献   

11.

What are the relations between creativity, curricula and paradigms? In this paper the historical development of major curriculum theories are interpreted in terms of their relation to creativity as a goal of organised learning. Further, the development is analysed by discussing the organising of learning for creativity from the viewpoints of different sociological paradigms. These represent mutually exclusive ways of understanding knowledge production and societal change. A synthesis of how schools try to reach creativity as a goal for organised learning, seen through the 'dark glasses' of curriculum traditions and paradigms, is presented. The paper ends with some concluding remarks regarding how creativity fits into a curriculum profile needed under the present level of economic globalisation.  相似文献   

12.
This study investigates how art teachers judge the creativity of student art work. Both conceptual and operational definitions given by teachers were studied. Furthermore, cultural exposure as measured by a teacher's exposure to non-Asian cultures, was studied to see how it might influence art teachers' judgements. Two instruments were developed for the purpose of this study. One instrument was a questionnaire designed to collect qualitative data from the respondents. The second instrument was used to measure art teachers' ratings of creativity. The data revealed that the conceptual definitions given by art teachers varied considerably. However, when asked to rate subjectively the creativity of art products, moderate agreement was reached among art teachers. Exposure to non-Asian cultures did not seem to have an effect on an art teachers' operational definition of creativity. Results of the study imply that the usefulness of the term creativity needs to be reviewed in general usage and in documents such as curricula. It would seem that there is not a clear notion among art teachers as to what constitutes creativity and a creative product.  相似文献   

13.
This study examined relationships between adolescents’ perceptions of their family and school environments and measures of their creativity, morality and self concept. Parallel forms of environment schedules were used to assess the social‐psychological contexts of families and schools. Data were collected from 312 16 year‐old Australian students. Using commonality analyses, the results indicated that (a) adolescents’ self concept and morality have moderate associations with their perceptions of family environments and more modest relationships with their perceptions of school environments, and (b) adolescents’ creativity has modest associations with their perceptions of both family and school environments.  相似文献   

14.
Teachers play a crucial role in the development of primary school students’ creative potential in either a positive or a negative way. This paper aims to draw attention to in-service and prospective teachers’ conceptions of creativity and answer three main research questions: “What are the teachers’ conceptions and implicit theories of creativity in general?”, “What are the teachers’ conceptions and implicit theories of creativity in the context of primary education?”, and “How well-trained and equipped do teachers feel to play their key role in the development of students’ creative potential?” A self-report questionnaire was used as an instrument to gather qualitative and quantitative data from 132 Greek in-service and prospective teachers. According to the selected quantitative data we present in this study, the majority of the participants reported that the facilitation of students’ creativity is included in the teachers’ role, but they (teachers themselves) do not feel well-trained and confident enough to realise this particular expectation. The authors conclude that further research is needed in order to: (i) reveal more on teachers’ conceptions on creativity and (ii) understand and classify teachers’ particular needs to facilitate the creative potential of primary school students.  相似文献   

15.
Following current theories of creativity, a special syllabus and teaching materials were designed for a ten month study of Business College 4th year undergraduates (n = 16). Entry and outcome creativity were measured before and after the training, using Urban and Jellen's TCT‐DP, and these scores were compared with those of a control group (n= 11). The students' IQs were measured with Raven's Standard Progressive Matrices, and their attitudes were measured with structured interviews. Results from the experimental group indicated an increase in creativity. Moreover, the development of individual components of creative thinking, as measured during the course of the experiment, provided an interesting insight into the structure and dynamics of creativity. Some components seem more variable and subject to extrinsic influences (e.g., emotional appraisal, viewing a problem in perspective), others appear to be more independent, while still others can be regarded as permanent cognitive strategies of creative individuals. IQ was not correlated with creativity.  相似文献   

16.
This study examined the psychometric properties of the German version of the Teacher Inclusive Education Self‐Efficacy Scale (TIESES). Five hundred and nineteen teacher education students from Austria and 765 teacher education students from Germany participated in the study. Results of a multiple‐group confirmatory factor analysis (for the two countries) confirmed a single factor structure of the scale with partial scalar measurement invariance. Regression analysis showed that self‐efficacy when implementing inclusive education was explained by the motivation to deal with inclusive education during their studies, previous experience with inclusive education in internships, study interest and the country in which the students went to university.  相似文献   

17.
8位华裔诺贝尔科学奖获得者对学科的兴趣和好奇心、坚实的专业积淀和导师言传身教获得的隐含知识、敢于质疑的思维品质等是其创造力生成的内系统,获奖者学习和工作的名校、著名科研机构提供的有利于激发创造力的心理环境为其创造力的生成提供了良好的外系统。  相似文献   

18.
The education profession in Germany is presented as a feminised profession. This is defined and qualified, showing what sort of schools women are employed in and why there is a difference between women's opportunities in certain school types. An analysis is presented as to why women were allowed to enter the education profession when they did, linking women's employment opportunities and national shortages. The prejudice still existing against women's professional status within the employment sector is questioned. The paper shows how the education profession in Germany has been feminised and how the feminisation of a profession affects its pay and social prestige.  相似文献   

19.
‐ An interdisciplinary action research approach to improve the teaching competences of faculty members of the University of Innsbruck (Austria) proved to be effective in promoting reflective lecturing. After an introductory session individual projects were initiated, in which the participants undertook different approaches to action research by reflecting on their own teaching situation. As an ongoing evaluative process between individual inquiry‐based phases of lecturing and reflective plenary sessions the program tried to offer deeper insights into the participants' own ‘theories’ of what they intended to accomplish in the classroom and how they wanted to achieve these goals. In addition, the cooperative design of the project also fostered the organisational development across the disciplinary boundaries and initiated some institutional changes. The results clearly indicate that involving University teachers as reflective practitioners will help in establishing a culture of self‐evaluation and professional development.  相似文献   

20.
In recent years, school inspections have been newly introduced or adapted to the evidence-based governance logic in many European countries. So far, empirical research on the impact of school inspections has produced inconclusive results. Methodologically, it has mainly focussed on analysis of a national inspection model and used cross-sectional data. In the following paper, we investigate the effects of school inspections in a comparative and longitudinal perspective in Sweden and Austria (province of Styria). In these countries, inspections follow different governance approaches. While Austria represents a low-stakes system which does not link consequences for schools to inspection results, sanctions and even financial penalties are potential consequences of Swedish inspections. To discuss the effects of inspections, we asked principals in three consecutive years about the impact of inspections. Our results indicate that school inspections in Austria and Sweden do have a small to medium impact on school improvement and school effectiveness.  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号