Study Of Junior High School Students Thinking Style, Creativity And Scientific Attitude And Creativity

With the advent of education for all-around development, the cultivation of scientific creativity to students of junior middle school and elementary school has been concerned by our country. In order to cultivate scientific creativity of the students favorably and scientifically, we need strengthen theoretical and empirical research on scientific creativity of the students, which will provide practice with theoretical directions or foundation. Previous research literature on creativity explored more on theoretical research, less on empirical research. And more empirical research literature was examined on basic creativity, less on specialized fields of creativity. More empirical research literature was examined on characteristics of single variable or relationships between creativity with another variable. Therefore, the literature has not been adequate for the education practice.So, on the foundation of the literature of scientific creativity and thinking styles, the dissertation or paper takes Grade three students of junior middle school as example, carries out the tests of Thinking Styles Inventory, Scientific Creativity and Creativity Attitude Survey, and investigates the characteristics of students'thinking style and scientific creativity, and the relationship between the thinking style and scientific creativity, and examines the way or mode of thinking style affecting scientific creativity. It draws following conclusion.First, the junior middle school students whose score are higher prefer legislative style, liberal style and hierarchic style, whose score are lower prefer oligarchic style and executive style. Among all thinking styles, in judicial style the distinction among the students is most or biggest, and in anarchic style the distinction among the students is lest or smallest, there is not significant distinction among the students in other styles. And there is no significant sex distinction in all the thinking styles. Second, there are significant differences among the scores of items of the student scientific creativity, which indicates that the development on items of the student scientific creativity is not synchronous. But there is no significant sex difference in total scores and each item score of the student scientific creativity. Third, on creativity attitude, there are significant sex differences among the junior middle school students, that girls'scores are higher than boys'. In addition, the inter-individual differences of girls'are less significantly than boys'on creativity attitude. Four, the students who belong to the high score group on the total score of scientific creativity have higher scores significantly than the students on three thinking styles, that is hierarchic style, global style and external style, who belong to the low scores group. The students who belong to the high score group on the item scores of Unusual Uses of scientific creativity have lower scores significantly than the students on internal style, who belong to the low scores group. The students who belong to the high score group on the item scores of Problem Finding of scientific creativity have higher scores significantly than the students on judicial style, who belong to the low scores group. But there is no significant difference between the two group students'scores of the items of Product Improvement and Problem Solving on all the thinking styles. The students who belong to the high score group on the item scores of Creative Imagination and Science Experiment of scientific creativity have lower scores significantly than the students on oligarchic style, who belong to the low scores group. The students who belong to the high score group on the item scores of creative imagination of scientific creativity have higher scores significantly than the students on three thinking styles, that is executive style, hierarchic style and global style, who belong to the low scores group. Five, anarchic style and the interaction between global style and creativity attitude are important factors which affect the item of creative imagination, and the interaction is significant. And anarchic style and the interaction between external style and creativity attitude are important factors which affect the item of problem solving, and the interaction is significant, too.