| A-hundred-plan must stand on the base of education. Education plays a crucial role in promoting students' creativity and creative thinking. The educator's comprehension of creativity can be regarded as an implicit standard to evaluate students, which has a direct relation with the development of student creativity. In the 1980s, Alencar had noted that an incorrect understanding of creativity and lack of skills and knowledge in promoting creative behavior are primary factors that could block the development of creative ability.Cross-cultural studies show that cultural values affect people on the creative concept, creative process, creative performance, as well as attitude and behavior styles. On the other hand, cultures are often distinguished by social class or geopolitical boundaries. Therefore, in Chinese macro-cultural background, differences between urban and rural areas not only represent differences in social economic status, but also in cultural, which include cognition, behavior, custom, value and so on. Therefore, it is an imperative problem for education to research into the concept differences of student creativity between primary and junior high school teachers in urban and rural areas, along with the impact of teachers' creative teaching behavior on student creativity.This study was made up of two parts. The first part mainly included designing open questionnaire and testing whether Creative Teaching Behavior in Teachers applies to assess creative teaching behavior of junior high school teachers. The purpose of open questionnaire was to investigate the concept of teachers on student creativity, and participants based on their understanding should list the characteristics of creative students (at least 15). Characteristics Rating Scale in Student Creativity was formed of those characteristics and previous research results. In the second part, Characteristics Rating Scale in Student Creativity and Creative Teaching Behavior in Teachers, were used to explore the implicit theories of student creativity on primary and junior high school teachers in urban and rural areas, along with the teachers' creative teaching behaviors on student creativity.The main conclusions of this study are as follows:(1)Through the exploratory factor analysis, three common factors are extracted from the importance evaluation towards 96 characteristics about student creativity on primary and junior high school teachers in urban and rural areas, which are respectively, agreeable characteristic, original ability and special personality. The three factors emphasize the key role of cognation and personality in the progress of student creativity. However, the importance assessment score of original ability is the highest by comparison, followed by agreeable characteristic and the lowest is special personality, and there are significant differences among three factors. By this token, teachers play more attention to the cognitive characteristic of students, which is similar to expert's opinion and is consistent with other studies, whereas there are obvious differences between teachers and experts, also in different researches, on the special item and importance assessment.(2)There is no difference in gender, age, the length of service, education, major, grade, and the type of school on the implicit theories of student creativity. But, there are significant differences on the importance assessment of special personality in gender, length of service, the type of school, and there is also a significant gender difference on the assessment of original ability. Those teachers, who have personal experiences of special research, inventions, teaching training and so on, can hold a more scientific attitude to the student creativity.(3)The teachers' creative teaching behaviors differ on the four dimensionalities, showing that:the score of inspiring students' motivation is significant higher than the scores of encouraging flexibility, learning style instruction and view judgment; the score of encouraging flexibility is significant higher than the scores of learning style instruction and view judgment; there is no obvious difference between learning style instruction and view judgment.(4)There are significant differences on the creative teaching behavior among teachers in different age and length of service, and teachers with a rich personal experience show more creative teaching behavior. However, teachers' creative teaching behaviors have no significant in gender, education, major, grade, the type of school.(5)Teachers' implicit theories of student creativity and creative teaching behaviors have positive relationship significantly. Original ability and implicit theories of student creativity can positively forecast creative teaching behavior. |
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