RELATION AMONG THE STRUCTURAL THINKING, THE CREATIVE POWER AND POWER OF EXPRESSION

结构思维、创造力和表达力之间的关系

• 批准号: 10680188
• 负责人: SAITO Noboru
• 金额: $ 1.47万
• 依托单位: NARUTO UNIVERSITY OF EDUCATION
• 依托单位国家: 日本
• 项目类别: Grant-in-Aid for Scientific Research (C)
• 财政年份: 1998
• 资助国家: 日本
• 起止时间: 1998 至 2000
• 项目状态: 已结题
• 来源: https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-10680188/
• 关键词: CREATIVITY; CREATIVITY TEST; CREATIVE ATTITUDE; MOUNTAIN CLIMBING LEARNING METHOD; CONCEPT-MAP; STRUCTURAL THINKING; POWER OF EXPRESSION; POWER OF COMMUNICATING INFORMATION; コンセプトマッピングアプローチ; 創造力; 情報伝達力; 教師のカリキュラム編成能力; 数学の創造性テスト

(1) We developed some new systems and method to activate students' structural thinking and creativity thinking in mathematics learning.・ The development of the support system for activating structural thinking by utilizing computers.・ The development of mountain-climbing learning method of task pursuing type to activate creative thinking.・ The development of some creativity tests and a new creativity attitude scale CAS.(2) We examined the relationship among the structural thinking power, the creative power and the power of expression of the students in primary school, junior high school and senior high school, As a result, the following became clear :・ The students that get higher structural thinking power get higher creativity attitude scale score.・ The students that get higher creativity attitude scale score get higher creativity test score and scholastic achievement test score, However it does not occur conversely.・ The lower grade students (grade 3 and 4) achieve higher score in the creativity attitude scale compared with the higher grade students (grade 5 and 6).・ The flexibility and the originality is less when to compared to divergency in any grade.・ The value of the correlation coefficient between the marks of writing mathematics and the marks of speaking mathematics is very large, and the power of writing mathematics is higher than the power of speaking mathematics.

(1)在数学学习中，为激发学生的结构性思维和创造性思维，我们开发了一些新的系统和方法。开发利用计算机激活结构思维的支援系统。·开发任务追求型登山学习法，激发创造性思维。创造力测验和创造力态度量表CAS的编制。(2)本研究考察了小学、初中和高中学生的结构性思维能力、创造力和表达力之间的关系，结果表明：·结构性思维能力越强的学生，创造力态度量表得分越高。创造力态度量表得分高的学生，其创造力测验得分和学业成就测验得分也高，但并不相反。低年级学生（3年级和4年级）在创造力态度量表上的得分高于高年级学生（5年级和6年级）。·与任何年级的发散性相比，灵活性和独创性都要少。·数学写作成绩与数学口语成绩之间的相关系数值很大，数学写作能力高于数学口语能力。

项目成果

Noboru Saito: "Concept-Mapping Approach to Facilitate Creative Thinking"Proceeding of ICMI-EARCOME 1. Vol.2. 559-567 (1998)

Noboru Saito：“促进创造性思维的概念图方法”ICMI-EARCOME 1. Vol.2 论文集。

秋田美代: "構造的思考活性化支援システムの開発とその実践"全国数学教育学会誌. 第6巻. 49-57 (2000)

秋田美代：“结构性思维激活支持系统的开发及其实施”国家数学教育学会杂志第6卷49-57（2000年）。

齋藤 昇: "創造性創出の基盤をつくらせる方法"新算数教育研究会「新しい算数研究」. No.345. 8-11 (1999)

斋藤升：《如何为创造力奠定基础》新数学教育研究组《新数学研究》第345期8-11（1999）。

Boo Yoon Kim: "Comparison of Japan-Korean Mathematical Achievement Using the Climbing Method"Proceeding of ICMI-EARCOME 1. 3. 345-351 (1998)

Boo Yoon Kim：“使用攀登法比较日韩数学成绩” ICMI-EARCOME 会议记录 1. 3. 345-351 (1998)

秋田美代: "構造的思考活性化支援システムの開発とその実践"全国数学教育学会誌. 6. 49-57 (2000)

Miyo Akita：“结构性思维激活支持系统的开发及其实施”国家数学教育学会杂志6. 49-57（2000）。