| 题名 | 科学绘本STREAM教学促进儿童创造力的研究 |
| 作者 | 田娥 |
| 答辩日期 | 2019-07 |
| 文献子类 | 硕士 |
| 授予单位 | 中国科学院大学 |
| 授予地点 | 中国科学院心理研究所 |
| 其他责任者 | 刘正奎 |
| 关键词 | 科学创造力 语言创造力 STREAM 科学绘本 设计中学习 |
| 学位名称 | 理学硕士（同等学力硕士） |
| 其他题名 | Research on the Promotion of Children's Creativity Based on the STREAM of Scientific Picture Books |
| 学位专业 | 发展与教育心理学 |
| 中文摘要 | As China attaches great importance to children's innovation，the innovative research in the form of reading，painting，music，drama and other forms，which are based on picture books，has gradually entered the class and family education. It is well received by children from 9-12 years old. In recent years，with the fully development of STREAM and science education，scientific picture books emerges as the best. But the difficulty and cost of them are generally higher than those of story-based picture books，not to mention the joint efforts of scientists，artists and writers. Therefore，how to make the scientific picture books with the characteristics of science and art play an important role in innovation education，and how to promote children’s creativity on the basis of scientific picture books have become an important subject.This study takes 9-12 years old children in HeBei area as the object，and on the basis of evaluating their creativity，11 years old children are selected as intervention targets. Research STREAM of science picture books teaching creativity promotion theory model and the teaching system model.The participants will be intervened in a three-month group teaching and after the creativity and class back questionnaire investigation，etc.All of these are for the purpose to verify the effectiveness of STREAM science picture books design，and provide ideas and empirical cases for the school to carry out scientific creative teaching.Therefore，this study is divided into two sub-studies.In the first study，the characteristics of creativity of children from different ages and genders were analyzed. Participants in the 9-12 years old of a primary school participated in Tony Nonverbal Intelligence Test，the EPoC graphic and verbal creativity scale，and the simplified scientific questions which is based on the adolescent scientific creativity scale. 1419 questionnaires were distributed and 1346 valid samples were obtained.The intelligence of the subjects was taken as a covariant，and SPSS20. 0 was used for multivariate analysis of variance.The results show that: 1）the main effect of the ages of children’s creativity in different fields is significant. The creativity thinking of science，graphics and language are generally on the rise at 9-10 years old，while the growth rate of 12 year old is slow or decreasing. 2.）There is no significant gender difference in scientific creativity of children in the 9-12 years old，while it is significant in graphics and language creativity，and girls’ creativity score are higher than boys.The second study is related to intervene and analyze its impact on children's creativity in the experimental group. Interventions controlled gender factors and maintained a balanced ratio between boys and girls. There were 40 people in experimental and control group respectively. The actual number of boys and girls in the experimental group was 19:21，while in control group was 20:20. The homogeneity test was performed on the experimental group and the control group. The independent sample t was used to examine the two groups，and the results show that there was no significant difference in creativity and intelligence score.In this study，intelligence was taken as the covariant and SPSS20. 0 was used for multivariate covariance analysis to investigate the effectiveness of the intervention. The scores of the experimental group and the control group before and after the creativity were compared between groups. The results showed that before and after the language divergence，and the scientific aggregation，there was a significant difference between the experimental group and the control group.This study is based on the creativity of scientific picture books to research the effect of intervention on scientific aggregation and language divergence，which needs further discussion in the dimension and form of graphic creativity to promote design. The intervention of science picture books with STREAM teaching as a key helps front-line teachers to improve their subject integration ability and class control ability，and promotes their teaching ability. |
| 英文摘要 | 我国对儿童创新能力培养非常重视，以绘本为媒介开展的阅读、绘画、音乐、戏剧等创新研究，逐步走进课堂和家庭教育，深受3-12岁儿童的喜爱。近年，随着STEAM教育深入研究和科普教育的全面深入开展，科学绘本作为教育媒介脱颖而出，其创作难度、成本等普遍高于故事类绘本，通常需科学家、艺术家和作家联袂打造。因此，如何让科学绘本的“科学和艺术”价值在创新教育中发挥重要作用，研究科学绘本STREAM教学促进儿童创造力发展就成为重要课题。本研究以河北地区某小学9-12岁儿童为研究对象，在考察他们创造力发展差异的基础上，选取11岁儿童作为教学对象，研究科学绘本STREAM教学创造力促进理论模型和教学体系模型等，对被试进行为期3个月的团体教学，并进行创造力后测和课堂回溯问卷调查等，评价科学绘本STREAM教学对儿童创造力的影响，以及教学设计和实施的有效性，为学校开展STREAM教学提供设计思路和实证案例。本研究为此开展了以下两个子研究。子研究一，分析9-12岁儿童创造力发展差异。被试为某小学9-12岁儿童，组织托尼非文字智力测验和EPoC图形和语言创造力量表、基于青少年科学创造力量表进行简化的科学题目进行团体施测。测试发放问卷1419份，有效样本为1346份。以被试的智力作为协变量，采用SPSS20. 0进行多变量方差分析。结果表明，1）儿童在不同领域的创造力发展的智力主效应显著，随着年龄增长，智力和年龄主效应显著，科学、图形和语言的创造性思维在9-10岁呈上升趋势，12岁增速减缓或呈下降趋势。2）9-12岁儿童的科学创造力没有显著性别差异，而图形和语言创造力有显著性别差异，且女生创造力得分显著高于男生。子研究二，教学设计并分析其对促进组儿童创造力的影响。控制性别因素，保持两组男女生比例平衡，促进组和对照组分别为40人，实际促进组男女生人数分别为19和21人；对照组男女生人数分别为20和20人。促进组与对照组被试进行了同质性检验，采用独立样本t 检验考察两组被试在创造力和和智力得分上均不存在显著差异。为考察促进作用的有效性，本研究以智力为协变量，采用SPSS20. 0进行多因素协方差分析，对促进组与对照组创造力前后测得分进行了比较。结果显示，促进组与对照组在语言发散前后测差值、科学聚合前后测差值存在显著差异。本研究基于科学绘本的创造力教学对科学聚合和语言发散取得促进效果，在图形创造力教学方式设计内容和形式上需要进一步探讨。以科学绘本为媒介的STREAM教学，有助于一线教师提升学科整合能力和课堂把控能力，对业务水平起到了推动作用。 |
| 语种 | 中文 |
| 内容类型 | 学位论文 |
| 源URL | [http://ir.psych.ac.cn/handle/311026/41702]  |
| 专题 | 心理研究所_健康与遗传心理学研究室 |
| 推荐引用方式 GB/T 7714 | 田娥. 科学绘本STREAM教学促进儿童创造力的研究[D]. 中国科学院心理研究所. 中国科学院大学. 2019. |
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