The Relatioship Among Classroom Environmdnt, Junior School Students' Thinking Style And Chinese Creativity

The research is based on environment and individual factors to the influence on creativity .It explores the influencing factors on scientific category. As the key point of educational reform , the research on the chinese subject manifests the important theory and the practical significance . There are not only school and family factors , but also knowledge and thinging style . Classroom environment plays an important role on the basis of school . Thinking style simultaneously also isn't been ignorced as the individual factor.We mainly explore the relationship about classroom environment , thinking style and chinese creativity ,and use random sampling method from the Shanxi Province urban district . It includes six schools , each school is tride in grade two drawing an items at random certain from two classes , and obtains 451 subjects (198 boys , 253 girls) . Through the questionnaire survey, using analysis of variance to explore the relationship among classroom environment, junior school students'thinking style and chinese creativity, and the final conclusions are:1. Between the school, the dimensions in the peer relations, teacher attitudes and teacher evaluation in classroom environment is significant different. And in teacher-student relationship, teaching methods, teacher attitudes, and physical dimensions of difference is extremely significant.2. Overall , the students'thinking styles tend to legislative type , judicial type ,hierarchic type , non—government type , external type ,local type and aggressive type . There are sex differences in thinking styles .3. in the chinese creativity , there are significant differences in sex. In the chinese creativity projects, the junior school students have significant gender differences in question priposes, the imagination result, the writing work and in the phenomenon inquisition project. Girls get the advantage in the imagination rusult. In the chinese creativity quality , it has the remarkable gender difference in the fluency, the flexibility and the Orginality.4. The different level groups in creativity exist remarkable difference in the teacher—student relationship, the teaching methods , teachers'attitude and phycical environment, and has extremely difference in the teachers'evaluation. In the fluency , the groups in different level of creativity are remarkable differences in teachers'evaluation dimention , and there are't remarkable differences in other typies.In the flexibility , high and low creativity groups have remarkable significances in teaching methods and teachers'evaluation , and there are't remarkable differences in other typies. However , the differences in the unique nature of the various dimensions are not significant.5. The high scores in creativity tend to legislative type ,judicial type , trial type , free type , hierarchic type , non—government type , local type , while low scores tend to other typies . In the fluency , the high scores tend to legislative type , judicial type , trial type , free type , and high and low groups in these four thinking styles have reached a significant differences . In the flexibility , high and low groups have significant differences in trial type , non—government type , local type , free type , and introversial type , and there in remarkable significance in legislative type . In the orginality , it exists significant differences in hierachic type . 6. In the fluency and the orginality , thinking stylies play a regulatory role between classroom environment and the chinese creativity .