A Study on the Relationship between Problem-Posing Abilities and Creativity of College Students
|Course||Developmental and Educational Psychology|
|Keywords||Questions the ability Creative thinking Critical issues|
Question, also known as the question is found in individuals during various activities and consciously ask questions. Student questioning, which is a branch of the teaching and learning of the students as the main research areas, more popular. College students as the main force of social development, their creativity is particularly important, because it is an effective way for social change. Recent decades, creative thinking at home and abroad has been substantial development, especially its social and educational research. One found the problem, the proposed capacity strengths and weaknesses of the problem is an important yardstick to measure its ability to create the size and the level of thinking ability. Previous studies have shown that questions the ability and creative thinking does exist a certain relationship, but did not explain the nature of this relationship. Suzhou 305 undergraduate students at a university, as the main research method to survey the entire process including forecasting, formal testing, data management and statistical analysis focuses on college students ask questions and creative thinking status quo as well as between the the nature of the relationship between the following conclusions: first, a university student in Suzhou questions the status quo and creative thinking, Overall, question number of less than normal, with the number of questions increase in the number of distribution gradually reduced; students proposed the problem is concentrated at the lower end of the level for critical issues, the minimum number; different gender, professional students were not significantly different in each dimension of the questions the ability of each dimension of creative thinking. Second, the relationship between college students ask questions and creative thinking from the structural model, we see that questions the ability, directly affect the creative thinking, have a significant role, the more questions, more creative thinking ability; questions the ability of the two dimensions had no effect, questioning the number of creative thinking and its dimensions, and questions the quality of the effect of significantly; questions of quality of the dimension of the problem of the critical dimension of creative thinking is inferential, factual problem, namely that the higher the level, the greater the impact. Finally, factual, inferential problems raised by the problem situation theme, situational sequence or understanding of the impact, but no effect of these factors on critical issues raised in training students to ask critical issues, we should open up new ways.