The Relationship Of Among Creativity Proneness,Academic Results And Creative Classroom Environment Of Junior Students Under Them Circumstances Of ’help To Learn’ Classroom And Its Educational Implication

China’s educational system has been brought to constant renovation in recent years. Cultivating talents with creativity would have positive effect on national development. With regard to schools, it is essential to creat a good environment for student’s study and growth in order to improve their academic achievement as much as possible. Creativity proneness, belonging to elements of creativity, is a kind of psychological tendency which does good to creativity behavior for students. Students without creativity proneness have little chance to develop their creativity. Intiated by the new curriculum, many schools put forward model frameworks of efficient classroom, which has great importance in improving classroom environment, creativity proneness and academic results.In this thesis, we conduct further research on the effect of’help to learn’ classroom education on classroom environment, junior students’creativity proneness and academic achievement.’Help to learn’ classroom education is a new kind of class pattern proposed by Wuhan Optical Valley Experimental School, which emphasizes that study should be mainly conducted by students and the teachers’ duty is to provide efficient help for students. The basic framework of’help to learn’ classroom education contains guidance, learning, application and thinking.In the research, we choose 160 new junior students of 7th grade from 4 classes in Wuhan Optical Valley Experimental School. In a semester, the same one teacher would apply pattern of’help to learn’ classroom education in two experimental classes and the other two parallel classes would have traditional education pattern. In terms of experimental tools, we choose scale of creative classroom environment revised by Hu Linmei from Central China Normal University and Williams creativity proneness questionnaire revised by Wang Murong from Taiwan,which both has good reliability and validity. We do variance and correlation analysis for the questionnaires by using spss17.0.The research shows as follows:1. The two classes applied with’help to learn’ classroom education are superior in creative classroom environment score which supports creative thinking and teaching of teachers and students, cultivate students’ creativity personality and creativity.’Help to learn’classroom education is more likely to provide creative classroom environment.2.’Help to learn’classroom education can help improve junior students’academic achievement. Students under’help to learn’classroom education improve a lot in performance of Chinese during the semester.3. Junior students under’help to learn’classroom education have higher creativity proneness and students with high creativity proneness have rich imagination, strong sense of curiosity and courage to face challenges.4. There is a positive correlation between creativity proneness, academic achievement and creative classroom environment for junior students. If one of the three counterparts shows a high level result, the other two would both show high level results. In high creative classroom environment, students have high creativity proneness and outstanding academic results.