基于识解水平理论的高中生创造性表现研究——以生物教学为例

Research on the Creative Performance of Senior High School Students from the Perspective of Construal Level Theory— Taking Biology Teaching as an Example

中文关键词:  识解水平理论；高中生物教学；时间距离；提问方式；创造性表现

英文关键词:Construal Level Theory, senior high school biology teaching, temporal distance, problem representation, creative performance

中文摘要:

      在课堂教学中提升学生的创造性表现具有重要的现实意义。该研究运用识解水平理论，结合生物课堂教学情境内容，通过教学实验考察时间距离（远或近）和提问方式（抽象或具体）两个因素对高中生创造性表现的影响。结果表明，时间距离影响高中生的创造性表现，即与近期相比，远期时间距离更能促进创造性表现。提问方式亦影响高中生创造性表现，即与具体的提问方式相比，抽象的提问方式更能促进创造性表现。该研究的发现可为课程开发和教学实践中提高创造性表现提供新的视角，时间距离和提问方式可以作为教学策略运用在教学活动设计、课堂讨论、学业成就评价等各环节中。

英文摘要:

      It is of great practical significance to improve students’ creative performance in classroom teaching. From the perspective of Construal Level Theory and with the situational teaching of a biology class, this research carried out the experiments to explore the influence of temporal distance (distant future time perspective vs. near future time perspective) and problem representation (abstract vs. concrete) on senior high school students’ creative performance. The findings have showed that the main effect of temporal distance is significant, high school students in the distant future perspective have demonstrated better creativity performance than those in the near future condition. The main effect of problem representation also shows significance because students with abstract problem representation outperformed those with concrete problem for creativity performance. Such findings may provide new perspectives for the improvement in creative performance in curriculum development and teaching practice. Temporal distance and problem representation can be used as teaching strategies in activity design, class discussion and academic assessment.