A Study On The Relationship Between Secondary School Physics Teachers’ View Of Creativity Development And Creative Teaching Behaviors

Innovation is the core essence of development,and innovative talents are an important part of a country’s comprehensive competitive strength.Therefore,cultivating creative talents is one of the main contents of education in China at present.It has been found that teachers are important leaders and facilitators in promoting students’ creativity development,and that teachers’ view of creativity development and creative teaching behaviors positively predict students’ creativity,and there are differences among teachers of different subjects.In this paper,we combine literature research,expert consultation,pilot testing and actual testing to determine the scales,as well as questionnaires,classroom observations and interviews to collect data to investigate what kind of creativity development perceptions and creative teaching behaviors secondary school physics teachers have and how they are related to each other.First,the scale was determined after expert consultation,trial testing,and actual testing;second,questionnaires were distributed to collect data from 451 secondary school physics teachers across China to get a preliminary understanding of the current situation of secondary school physics teachers’ views on creativity cultivation and creative teaching behaviors,and to quantitatively analyze the relationship between them;third,30 teachers were randomly selected from the questionnaires to conduct classroom observations,and their creative teaching behaviors were recorded and analyzed to further supplement the findings in the questionnaire survey;finally,12 teachers from the classroom observation were selected for in-depth interviews to understand their perceptions of creativity,their perceptions of creative individual characteristics,their specific performance in classroom teaching,and the factors that influence the transformation of creativity cultivation view into creative teaching behaviors,to explain the problems found after the questionnaire survey,to verify the the findings of the questionnaire survey and classroom observations,and further make suggestions for this study based on the findings and the suggestions of the front-line teachers.The findings of the study are as follows:(1)There is a significant positive correlation between secondary school physics teachers’ view of creativity development and creative teaching behaviour,and their view of development has a significant impact on motivation,communication practices,and evaluation of ideas.(2)The questionnaire survey showed that secondary school physics teachers had good views of creativity development and creative teaching behaviour,with scores of more than 4 on all dimensions.There were significant differences in the understanding of individual characteristics of creativity dimension among secondary school physics teachers with different teaching years and job titles;there were significant differences in the understanding of the nature of creativity dimension among secondary school physics teachers with different job titles;there were significant differences in the motivation dimension among teachers in different teaching years and job title groups;there were significant differences in the communication practice and perspective evaluation dimension among teachers in different job title groups;and there were significant differences in the scores of teachers with or without There were significant differences in the scores of teachers with or without mentoring and competition experience within three years on the perspective evaluation dimension.(3)The creative teaching behaviours of secondary school physics teachers observed in the classroom were less than those observed through the questionnaire;there were more creative teaching behaviours in the competition or open classroom teaching than in the daily teaching class;secondary school physics teachers believed that studentcentred secondary school teaching was more conducive to fostering creativity,and their creative teaching behaviours were mainly reflected in creating authentic situations,designing guided question strings,using encouraging language,allowing students to independently(4)The interviews revealed that most secondary school physics teachers found that their creative teaching behaviours were more conducive to fostering creativity.(4)The interviews revealed that most secondary school physics teachers had some understanding of creativity,but should further strengthen their theoretical knowledge;secondary school physics teachers were able to identify most of the creative individual characteristics,with the most frequently mentioned being cheerful,independent thinking,quick thinking and strong hands-on skills,which differed somewhat from the rich imagination,self-confidence and wide range of interests mentioned in related studies.(5)Secondary school physics teachers can basically recognise the factors affecting the development of creativity,mainly involving four aspects: society,family,individual and school,and believe that the transformation of the view of creativity development into creative teaching behaviour is mainly influenced by society,teachers,students,school and family.In response to the above findings,the author makes the following five suggestions:(1)Strengthen the cultivation of pre-service teachers’ creativity cultivation ability.(2)Strengthen the learning of relevant theoretical knowledge.(3)Exchange and cooperate to enrich their practical experience.(4)Enhance teachers’ achievement motivation and selfawareness.(5)Create a good environment for creativity cultivation.