审美概念理解对于创造性思维作业成绩的影响

本研究以小学3、5年级、初2、高2、大2年级学生共300人为被试（实验组156人；对照组154人），对审美概念实验教学前后测验结果分析表明：审美概念理解程度对于创造性思维作业成绩有显著影响，各年级都存在这种效果；总的看女生显著高于男生。审美概念理解的7个因子（概念理解流畅、释义正确、释义精确、事实迁移长度、事实迁移宽度、类词迁移长度、类词迁移宽度等）与创造性思维的两类作业（图形、语言）、6个因子（流畅、独创、精致、灵活、标题抽象、抗封闭）之间均存在显著相关；其中“类词迁移宽度”、“释义精确”、“类词迁移长度”等三个因素对创造性思维作业总成绩影响显著。

A Study on the Effects of Aesthetic Concept Understanding on the Academic Achievement of Creative Thinking

The subjects of this study were 300 students from elementary schools, junior high schools, senior high schools and universities. Each grade was randomly divided into an experimental group (156 persons) and a contrast group (154 persons) and was given two tests before and after the experiment. The two tests were Torrance' s TTCL Test of Creative Thinking and the Test of Aesthetic Concept Understanding designed by the authors. The result showed that the improvement of aesthetic concept understanding was significantly helpful to the improvement of the academic achievement of creative thinking and there was little difference among different grades. It also indicated a significant correlation between the seven factors of aesthetic concept understanding and the six factors of creative thinking with its typical performance (graphs and languages). The former factors included a thorough comprehension of concepts, correctness of paraphrasing,accuracy of paraphrasing, length of fact transfer, width of fact transfer, length of synonym transfer and width of synonym transfer; the latter, smoothness, creation, delicacy, flexibility, title abstraction and anti - closure. Of all these, length of synonym transfer, width of synonym transfer and accuracy of paraphrasing had a great impact on the academic achievement of creative thinking. Female subjects showed obvious advantages over males in aesthetic concept understanding and the academic achievement of creative thinking. However, there wasn' t any significant difference among grades except for some individual cases. This study may provide a new explanation for the study of aesthetic psychology and psychology of creativeness and their relationship. Also, it may provide a psychological basis for both aesthetic education and creative education.