Study On Teachers' Implicit Theory About Creative Teacher

Explaining to creative teacher both at home and abroad quite more, and there is much study on teachers'implicit theory about creativity. But there is no study on teachers'implicit theory about creative teacher. Teachers'implicit theory about creative teacher is the basic view of creative teacher's character of their cognition,personality and ability, also including the general understanding of the factors which influence teacher exercising creativity and become a creative teacher. This view not only reflects teachers'general understanding of creativity, but also embody teachers'understanding and reconsidering to their own creation. It can help teacher enhance the understanding and set up reasonable idea to learn teachers'view, and it also can offer some bases for training the teachers'creativity. With adoption of self-made questionnaire and selection of 439 teachers, this research makes a survey of implicit theory about creative teacher's character and factors which influence teacher exercising his creation, and compares teachers'view with the related theory of experts. It also inquires into the difference of view caused by different gender, length of teaching, nationality, school type, subject and source place. The conclusions are as follows: 1. Teachers'view on creative teachers'character involves cognition, personality and ability etc. As for as the influence factors are concerned, they mention individual factor, social economy culture, work condition, etc. The content is more abundant and the range is relatively extensive, which has stronger consistency with the study on creative people of experts, but there are some differences in importance of specific items. 2. Teachers'view on creative teacher's character can be summarized as six factors: persevere ,personality concordance ,practicality ,thinking flexibility,originality and knowledge opening. The influence factors can be summarized as five factors: professional quality,life state,the society and school support and education and teaching object. 3.Teachers think that the most ten important character of creative teacher are successively: having deep and wide knowledge structure that combines together reasonably; exciting student's interest and inspire student thinking independently; opening up boldly and having stronger innovative consciousness; thinking is quick and active; having deep love for the education and students; teaching design is novel, unique, various, flexible and rich in the actual effect; studying new knowledge constantly, grasping the latest education theory and profession knowledge ; paying attention to cultivating practice ability of students; excelling in virtue and loved deeply by students; encouraging students to put questions and put forward different opinions. The final five items are successively: having positive, healthy, abundant emotion; carrying on education and scientific research according to the demand for education and teaching; having strong curiosity and liking the novel things; having good memory; being humorous. About influence factors, the teachers think that most five important items are successively: teacher's knowledge level; teacher's creation consciousness and ability; the Chinese system of education, the pressures of the proportion of students entering schools of a higher grade and college entrance examination; the atmosphere of the school including academic atmosphere,interpersonal relationships and the styles of leader, etc; relevant fund input of the school and country. The last five items are: character of the course itself;student's number; teacher's character; teacher's family environment; teacher's economic situation. 4.Teachers'view about creative teacher's character and factors which influence teacher exercising his creation generally has dominant difference in school type and source place; the difference is relatively small in gender, nationality, subject; almost there is not a difference on the length of teaching. Teachers in the university, middle school and elementary school have remarkably different view in each dimension. Especially the difference is biggest between the elementary school teachers and middle school teachers. As for the importance of origination and profession quality, there is no difference between Huhhot urban district teachers and Wuchuan Count teachers. But in other aspects, Huhhot urban district teachers show more emphasis. The female teachers think more importance for origination, personality concordance and influence of teacher's profession quality, society and school support, the education and teaching objects. The Mongolia teachers attach more importance to practicality, knowledge opening and the influence of teacher's life state. The arts teachers emphasize more on personality concordance and knowledge opening compared to the science teachers.