The Impact Of Expectation Evaluation On High School Students' Scientific Creative Process

Creativity is an important impetus to the progress of humanity, cultivating creative people is one of the core objectives of education. Recently, with the boom of education reform in the whole of China, how to cultivate students’ creativity has become a hot issue in today’s education field. As one of the influencing factors of creativity, the evaluation is not only an important part of teaching its students, but also plays an irreplaceable role in cultivating creativity. There are many types of evaluation, this paper explores the impact of evaluation on creativity. Although the predecessors have also carried out some research, most are from the perspective of the creative product to proceed, and the research on the creative process is less. This study was designed from the creative process point of view, in order to explore the effect of evaluation on different stages of the creative process (blind variation and selective retention stage stage) in the field of science, and demonstrate the results of previous studies. And on the basis we will further explore the effect of different expected evaluation types (informational expected evaluation, controlling expected evaluation) on different creative process, and for many individuals who have different levels of creative self-efficacy, the differences of impact, in order to provide the basis for enhance the creativity in the teaching reform of education.In this study,400 high school students who were chose from a secondary school in Linfen of Shanxi Province participated in the experiment. Participants were measured by the"creative self-efficacy questionnaire"and "scientific creativity test" was developed by Professor Weiping Hu. Three studies were conducted to investigate the influence of expected evaluation on high school students at different stages of the scientific evaluation of the creative process. The first study explores the effect of expected evaluations on different stages of the creative process under two conditions (have, no). The second studies explored the effect of different expected evaluation types (informational expected evaluation, controlling expected evaluation) on different stages of the creative process. In addition, because of the creative process in this study includes blind variation and selective retention, well, does it affect each other in two stages? so the third studies explored the effect of expected evaluation on the value of viewpoint in the stage of selective retention under the different variation conditions(have, no). The conclusions are as follows:First, in the stage of blind variation, the expected evaluation to promote the generation of original ideas of Unusual Uses, Product Improvement; In the stage of selective retention, the expected evaluation to promote the generation of valuable ideas of Unusual Uses, Problem Finding, Product Design. What’s more, in the stage of blind variation, the creative self-efficacy has the moderator for the effects on the influence of expected evaluation on creativity only on the task of Unusual Use. It’s much easier to influence the subjects who has low creative self-efficacy.Second, in the stage of blind variation, the controlling expected evaluation promote the generation of original ideas of Unusual Uses. In the stage of selective retention, the expected evaluation to promote the generation of valuable ideas of the whole test, including Unusual Uses, Problem Finding, Product Improvement, Product Design. What’s more, the creative self-efficacy has the moderator for the effects on the influence of expected evaluation on creativity only on the task of Problem Finding. It’s much easier to influence the subjects who has high creative self-efficacy. In addition, when two stages of science creativity were controlling expected evaluated, the creativity is the best.Third, it has the effect of expected evaluation on the value of viewpoint in the stage of selective retention under the different variation conditions(have,no). The score of who experienced the the stage of blind variation is higher than who has no it.