CAJ | 학술논문

将中学生科学创造力测验施测于英国6所中学的1190名青少年及中国2所中学的1087名青少年,得出如下结论:第一,青少年的科学创造力存在显著的年龄差异.随着年龄的增大,青少年的科学创造力呈持续上升趋势,但在14岁时要下降;11～13岁、14～16岁是青少年的科学创造力迅速发展的关键时期;第二,青少年的科学创造力存在性别差异.英国女生的科学创造力比男生强,差异显著;中国男生的科学创造力比女生强,差异不显著;第三,中英青少年的科学创造力存在显著的差异.在创造性的问题解决能力方面,中国青少年明显高于英国青少年,但中国青少年在其它方面的科学创造力及总成绩则明显低于英国青少年;第四,中国青少年的科学创造力存在显著的学校类型差异.重点中学学生的科学创造力显著高于普通中学学生的科学创造力.
장중학생과학창조력측험시측우영국6소중학적1190명청소년급중국2소중학적1087명청소년,득출여하결론:제일,청소년적과학창조력존재현저적년령차이.수착년령적증대,청소년적과학창조력정지속상승추세,단재14세시요하강;11～13세、14～16세시청소년적과학창조력신속발전적관건시기;제이,청소년적과학창조력존재성별차이.영국녀생적과학창조력비남생강,차이현저;중국남생적과학창조력비녀생강,차이불현저;제삼,중영청소년적과학창조력존재현저적차이.재창조성적문제해결능력방면,중국청소년명현고우영국청소년,단중국청소년재기타방면적과학창조력급총성적칙명현저우영국청소년;제사,중국청소년적과학창조력존재현저적학교류형차이.중점중학학생적과학창조력현저고우보통중학학생적과학창조력.
This study administered the Scientific Creativity Test for Secondary School Students to 1190 adolescents aged 11 to 15 from 6 suburban middle schools in England and 1087 adolescents aged 12 to18 from 2 suburban middle schools in China. Result indicated that: (1) the age difference of scientific creativity of adolescents is marked. It has increasing tendency, but decreases at 14. The key periods for the rapid development of adolescents' scientific creativity are from 11 to 13 and from 14 to 16 years old. (2) The scientific creativity of adolescents has sex difference. English females' scientific creativity is evidently superior to males'. But Chinese males' scientific creativity is superior to females', and the difference is not remarkable. Based on this result and other studies, we proposed the culture model of sex difference of scientific creativity. (3) There is marked difference in scientific creativity between Chinese and English adolescents. Chinese adolescents' creative problem solving ability is evidently superior to that of English adolescents. But English adolescents' other scientific creativity and whole scientific creativity are evidently superior to that of Chinese adolescents. (4) There is marked difference in scientific creativity among students in different kind of Chinese schools. Key-middle-school-subjects' scientific creativity is evidently superior to that of ordinary-middle-school-subjects. The authors think school environment and school education are more important than school type to the development of scientific creativity.