The Influence Of Family Socio-economic Status On The Creative Thinking Of Senior Pupils

Creativity is the core competitiveness of a country,the core issue concerned in various fields of education and scientific research,and an important premise for China to build an innovative country.With the gradual reform of basic education,students’ creative thinking has been paid more and more attention.Cultivating students’ creativity is not only conducive to students’ own future development,but also of great significance to building an innovative country in China.Previous studies have found that family economic status,autonomous motivation and class atmosphere have an impact on creative thinking,but few people have investigated the mechanism of these factors on creative thinking.In addition,whether increasing the atmosphere of class scientific learning will increase students’ autonomous motivation and improve students’ creative thinking.Therefore,this study adopts the questionnaire survey method and tables as the research tools.Three schools are selected in Nanyang City,Henan Province.A total of 974 students in grade 4,grade 5 and grade 6 are selected as the research objects.Spss21.0 and process plug-ins are used for descriptive statistical analysis,single sample t-test,independent sample t-test,correlation analysis This paper investigates how family socio-economic status,class atmosphere and autonomy motivation affect creative thinking.The research conclusions are as follows:(1)The internal motivation dimension of autonomous motivation has significant differences from the perspective of gender.The internal motivation score of girls is greater than that of boys;There are significant differences in the external adjustment dimension,identity adjustment dimension and Rai of primary school students in all grades.In terms of the total score of Rai,the score of autonomous motivation of grade 5 is higher than that of grade 4,and the autonomous motivation of grade 4 is higher than that of grade 6.(2)There is no significant difference in the dimensions of class organization in class atmosphere from the perspective of gender,but there are significant gender differences in the dimensions of class scope,peer relationship and teacher-student relationship,and the scores of boys are relatively low;In terms of grades,there are significant differences among students of different grades in the class atmosphere.In the dimensions of class atmosphere and class organization,the scores of sixth grade students are significantly higher than fifth grade,fifth grade students are higher than fourth grade,and fifth grade students are much higher than fourth grade students in the dimension of teacher-student relationship.(3)There are significant gender differences in the scores of creative thinking and its dimensions,in which the scores of girls are higher than boys in creativity and three dimensions;There are significant differences in the overall score of creative thinking,fluency dimension,flexibility dimension and originality dimension in grades.The score of creative thinking of grade 4 students is higher than that of grade 6 students,and that of grade 6students is higher than that of grade 5 students.(4)Family socio-economic status positively predicts the creative thinking of middle and senior primary school students,and autonomy motivation positively predicts the creative thinking of middle and senior primary school students.Family socio-economic status can not only directly affect the creative thinking of middle and senior primary school students,but also affect the creative thinking of middle and senior primary school students through autonomy motivation.(5)Class atmosphere plays a regulatory role between family socio-economic status and autonomous motivation.When the level of class atmosphere is low,the predictive effect of family socio-economic status on autonomous motivation is more significant,that is,the impact of family socio-economic status on autonomous motivation will decrease with the improvement of class atmosphere;The reduction of high class atmosphere will reduce the motivation of autonomy caused by family socio-economic status,and the level of autonomy will also decrease with the improvement of class atmosphere.Class atmosphere regulates the relationship between family socio-economic status and autonomy motivation.In the low team atmosphere,the impact of family economy on creative thinking is not significant.In the high team atmosphere,the impact of family economic status on creative thinking is significant.Based on the above research conclusions,the following educational implications are put forward:First: at the school level,create more challenging classroom activities,watch books and TV programs on innovative science and technology,and regularly organize creative tests for students in order to develop their own ideas.While solving complex problems,students can actively use existing methods and strategies to solve problems,and constantly enrich their creative thinking.Second: at the individual level,actively participate in various activities of the class and school,and accumulate rich activity experience through different types of activities.In study and life,we should be good at summarizing the knowledge points mentioned by teachers in class,actively develop the good habit of independent thinking,and gradually form a unique way of thinking.Third: at the level of parents,improve their own educational methods and ideas,give priority to encouragement and help,respect children,create a loose and free growth environment for them,provide better educational resources,and lay a foundat ion for improving their autonomous learning ability and cultivating creative thinking in the future.