| How to cultivate innovative talents has always been the focus of attention and the focus of scholars' research,in which teachers play an important role.Junior high school is a crossroads for students to grow up,and the children's temperament,hobbies,values and so on are also slowly formed in this stage.So junior high school is a particularly important link.This paper analyzes the relationship between the cultivation of junior middle school teachers' creativity and the creative teaching behavior through data.At the same time,this paper explores the role of teachers' creative teaching efficacy between them,so as to provide theoretical and data reference for educational research.The research adopts questionnaire survey method,taking 198 junior middle school teachers from Hubei and Henan as subjects,discusses the relationship among junior middle school teachers' concept of creativity cultivation,creative teaching efficacy and creative teaching behavior,and draws the following conclusions:1.Junior high school teachers scored highly in the three dimensions of creativity cultivation.Teachers had a positive attitude towards cultivating students' creativity.In terms of gender,there are significant differences between male and female teachers in students' view of creativity and creative teaching method,and the scores of female teachers are higher than that of male teachers.In terms of teaching age,teachers with 6-10 years of teaching experience scored the highest in all dimensions.In terms of academic qualifications,teachers with a junior college degree or less and a doctor degree or above scored relatively high in each dimension,while those with a bachelor's degree or a master's degree scored relatively low.In terms of regions,there are significant differences between rural and urban teachers in students' view of creativity,creative teaching method view and overall dimension,and rural teachers' scores are relatively high.2.The average score of junior high school teachers in the creative teaching efficiency is 3.549,which indicates that they have the confidence to overcome various problems in the teaching process.There were no significant differences among the dimensions of the variable in gender,teaching age and regional factors.In the aspect of educational background,teachers with different educational background show some differences in the dimension of negative self-consciousness.Teachers with a junior college degree or less and a doctorate or higher scored higher,saying they were sometimes less able to improve their students' creativity.3.The average score of junior high school teachers in terms of creative teaching behavior is 4.198,indicating that their frequency of creative teaching behavior is generally higher.There was no significant difference in gender and regional factors among the dimensions of the variable.In terms of teaching age,teachers who have been teaching for 5 years or less have relatively low scores in each dimension,while those who have been teaching for 6-10 years and those who have been teaching for more than 20 years have two peaks.In terms of academic qualifications,teachers of all educational stages have significant differences in learning guidance methods and encouraging flexibility dimensions.Teachers with junior college degree or less,doctor degree or above have higher scores than those with bachelor's degree or master's degree.4.Middle school teachers' concept of creativity cultivation,creative teaching efficacy and creative teaching behavior are positively correlated with each other;The creative teaching efficacy of junior middle school teachers plays an intermediary role between creativity cultivation concept and creative teaching behavior. |
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