The Influence Of The Quality Of Classroom Teacher-student Interaction On The Creativity Of Primary School Students In The Context Of “learning Thinking” Activities

Cultivating creative talents is an important issue for current education reform,and it's also the urgent demand of our country.The most important way of cultivating creative talents is to rely on education.According to the theory of ecological system,the interaction between children and teachers is as the important proximal process of the environment affecting student's development.The development of students' creativity is closely related to teacher-student interaction.Thinking-Based Classroom Teaching Theory stressed the importance of thinking in the teacher-student interaction in the classroom,and emphasized that teaching should accelerate cognitive process by triggering students' positive thinking and active exploration.Set the "learning and thinking"(LTT)program as background,this research aim to explore the relationship between quality of teacher-student interaction and the pupil's creativity through classroom observation,video analysis and experimental teaching.We are looking for a real strategy of classroom interaction,which can promote students' creativity.This research includes two parts.In the first study,we selected 633 primary school students in XI' an randomly,and set them randomly into one treatment group and one control group.In the treatment group,we applied the "learning and thinking"(LTT)program to 320 students for one year.Before and after the intervention,we used Test of Torrance Creative Thinking(TTCT)to measure creative thinking.Students in the control group only accept routine teaching.With the goal of promoting creativity through this proposed training program,we investigated its effects.We also evaluated the quality of classroom interaction between teachers and students of "learning and thinking"(LTT)program by using Classroom Assessment Scoring System(CLASS)and explored the relation between quality of teacher-student interaction and changes of students' creativity by stepwise regression.Based on the first study,we explored the effects of the cognitive level of questions.We selected 146 primary school students which in grade 5 randomly,and set them randomly into two treatment groups and one control group with same teaching content.But there are differences in the process of interaction between teachers and students.In the experimental group A,the teacher asked high cognitive level question.In the experimental group B,the teacher asked low cognitive level questions.In the control group C,the teacher asked questions with no cognitive level.The students have accordingly creativity test after the course.The findings of our study are as follows:(1)The "LTT" creativity training program has significant effect on children's creative thinking promoting,especially the students of grade two and grade four.(2)Under the background of "LTT" program,teacher emotional support and instructional support can positively predict the change of students' creativity.Teacher classroom organization which emphasize discipline too much,will predict the change of students' creativity negatively.(3)In the class of "LTT"program,high cognitive level questions which teacher asked will promote the development of students' creativity.