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本研究选取289名小学10~12岁流动儿童,采用测量法考察流动儿童对教师课堂行为感知及创造力的发展水平,并进一步探讨教师课堂行为的感知对流动儿童创造力发展的影响。结果表明:(1)高年级的学生对教师积极行为的感知高于低年级学生;(2)随着年龄的增长,流动儿童在创造力三个维度上的得分均呈现递增的趋势;(3)流动儿童感知的教师课堂行为对创造力有较好的预测作用,主要表现为:高期望、支持性帮助对创造力具有显著的正向预测作用,而消极反馈对创造力具有显著的负向影响。
This study selected 289 migrant children aged 10 to 12 years old in primary school, measured the development of migrant children’s perceptions and creativity of teachers in classroom using measurement method, and further explored the impact of teachers’ classroom behavior perception on the creativity of migrant children. The results show that: (1) senior seniors perceive teachers’ positive behaviors more than junior ones; (2) with age, floating children’s scores tend to increase in all three dimensions of creativity; (3) ) The behavior of teachers in floating children’s classroom has a better predictive effect on creativity, mainly as follows: high expectations and supportive help have a significant positive predictive effect on creativity while negative feedback has a significant negative impact on creativity influences.