The Influences Of Classroom Interaction On Creative Question-asking Ability

Creative question-asking ability is an important component of creativity. And studies on creative question-asking ability will help to richen the theory of creativity. The study was taking consider of cognitive variables and social ones and investigating students' creative question-asking ability as a function of classroom interaction. This study from the approach of peer interaction and teacher-student interaction to analyzing the factors influencing students' creative question-asking ability, investigated the students of Grade 4 and 5 and their teachers, and used the methods of questionnaire measurement, interviewing, laboratory experiment, teaching experiment, and analyzing the video of classroom teaching. The study mainly found that,1. The peer interaction questionnaire had good reliability and validity, which met the surveying requirement and could be used as a further tool of investigating peer interaction.2. Different learning patterns had different impact on students' creative question-asking ability. Compared with the students of independent learning pattern, those of the peer-interaction learning pattern finished the task of creative question-asking better than the former ones.3. The group member construction had different impact on students' creative question-asking. With open environment, the voluntary group members had deep feeling and harmonious relationship, they took part in the interaction learning very actively, and finally they finished the task best.4. The group member construction had different impact on the creative question-asking ability of the students who had different ability. To those who had middle or high ability, the voluntary group was significantly higher than homogeneous group and heterogeneous group, and there was not significant difference between the homogeneous group and heterogeneous group. To those who had low ability, the voluntary group was significantly higher than homogeneous group and heterogeneous group, and heterogeneous group was significantly higher than the homogeneous group.5. The influence model had constructed classroom questioning to students' creative question-asking ability. Students of different creative question-asking ability were significantly on the level of classroom questioning. The idea and attitude that students treated classroom questioning, teacher's supporting degree, were the main factors which influenced students' behavior of classroom questioning.6. Teachers' behaviors and skill of classroom questioning significantly influenced students' creative question-asking ability. Open questions, questions of high level of cognition, and those which really arouse teacher-students interaction and students' thinking could benefit the development of students' creative question-asking ability.7. Teachers' thinking style impacted on teachers' behaviors of classroom questioning, which in turn influenced students' creative question-asking ability. Extravert and unrestrained teachers could benefit the development of students' creative question-asking ability.