Domain Specific Study On Creativity Of Middle School Students

In the research field of creativity,the problem of creativity is one of the most interesting and controversial.At present,there is no agreement among researchers on whether creativity is general or specific.Researchers who hold a general view of the field believe that creativity is a kind of ability or trait that is interdisciplinary,general and universal.However,researchers who hold the view of domain-specific hold that creativity is domain-specific,different fields require different cognitive skills,and creativity between different fields is difficult to be transferred.With the development of research,some researchers suggest that creativity should be viewed from an integrated perspective,and some theoretical models are proposed.Compared with the typical theoretical model,the creative playground model(ATP)and the specific development model of the creative field.These theories simultaneously acknowledge the existence of generality and particularity in the field of creativity,and focus on how the relationship between generality and particularity in the field of creativity develops and changes,and how the factors of generality and particularity in the field of creativity overlap to different degrees.Many studies have shown that middle school is an important period for the development of individual creativity.So,what are the domain-specific characteristics of individual creativity at this stage?Is there a high correlation between the creativity performance of middle school students in general fields and that in special fields,especially those related to disciplines?This is the problem to be solved in this study.Due to the fact that the learning of middle school students is mainly based on subject learning,the knowledge of various disciplines is continuously accumulated,and the knowledge of various disciplines is specific,many theories of creativity emphasize the influence of domain knowledge on the performance of creativity.Therefore,the hypotheses of this study are as follows:(1)the performance of middle school students on general creative tasks is relatively low or even irrelevant to their creative performance in special fields;(2)the creative performance of middle school students in different subject areas is irrelevant;(3)the cultivation of creativity in a specific field is difficult to transfer the effect to the creativity in the general field.In the first study,322 students in junior one,junior two and junior three were tested by selecting creativity tasks in general fields and four creativity tasks related to subject fields,to explore the relationship between creative performance in general fields and special fields,as well as the relationship between creative performance in different subject fields.The second study compared the expression of general creativity and Chinese creativity between the experimental group and the control group before and after the intervention of 48 students of the experimental group in the teaching of Chinese creativity training,to further understand the relationship between the general field and the special field of creative expression of middle school students.The results show that:(1)there is a significant positive correlation between the performance of students'creativity tasks in specific fields and the performance of creativity tasks in general fields,but the correlation is low.The correlation between creativity in specific fields was significant only in science and art,but the correlation coefficient was very low,and the correlation between creativity in other specific fields was not significant.This shows that the generality and particularity of middle school students'creativity are not an either-or relationship,but an integration and coexistence relationship.(2)after the intervention,there were significant differences between the experimental group and the control group in the scores of poetry,reading comprehension,sentence creation and Chinese creativity(p<0.01),but no significant differences in composition(p>0.05).In terms of the performance of general domain creativity task,there were no significant differences in the performance of brain teaser RAT,divergent thinking task and general domain creativity scores between the experimental group and the control group after the intervention.