The Measurement Of Classroom Creativity Climate

The core competencies framework that put forward by many countries all emphasize the importance of creativity.With further creativity research,the focus has shifted from "what is creativity" to "where is creativity",namely,what kind of climate can promote creativity.As the classroom is the main place for students to study,educators' concern is that what kind of classroom climate can promote students' creativity and whether the classroom climate can support the development of them.In order to solve the problems,this paper develops an instrument to measure classroom creative climate.On the one hand,the instrument can serve as a basis for future research on the classroom creativity climate.On the other,it's convenient for educators to know how to build an environment for creative expression and current situation of classroom creativity climate.First of all,this paper constructs the theoretical framework of classroom creativity climate.Secondly,taking full account of the characteristics of traditional and new classroom,the two-way specification table of theoretical framework of classroom creativity atmosphere and class teaching model is established.And based on the table,develop classroom creativity climate scale,including the observation table,the scale of students and teachers.Thirdly,through the interviews and trial test of junior middle school teachers and students in Shanghai,the scales were revised.Then,the reliability and validity of the student and teacher questionnaires through Classical Test Theory and Item Response Theory are exmained.The test-retest reliability and rater consistence reliability of observation table,and the relationship between the observation table and student questionnaire is examined to verify the quality of the observation table.Finally,this paper analyzes the present situation of classroom creativity climate based on the test data.The main conclusions are as follows.Firstly,through the literature review,the theoretical framework of the classroom atmosphere of creativity was established,including 6 dimensions:cooperation and mutual assistance,self assessment,acceptance,Independent participation,no time pressure and full consideration.Its reasonability is verified by data.Sencondly,the overall structure of the scale of the students and teachers is clear and reasonable.Due to the small sample size of teachers,the teachers' scale SEM fitting needs to be futher tested.Each dimension of the observation scale and teacher's questionnaire is related.The results.of observation table and the evalution of Head of the Teaching and Research Section are relatively consistent,that is,the observation scale can distinguish different classroom creativity climate effectively and has high test-retest reliability and consistency.Thirdly,teachers ignore students' antonomy,resulting in the lack of interaction among students,such as a lack of self evaluation,cooperative learning and thinking time.So,the classroom creativity climate is relatively low.The creativity climate of the senior and science class is lower than that of lower grade and liberal arts class.Compared with teacher scale,the observation scale can provide more realistic and objective data about classroom creativity.