【作 者】：
毛 刚， 吴 童， 李菲茗
【关 键 词 】：
STEM教育； 创造力； 机器人教育； 测评
【栏 目】：
课程与教学
【中文摘要】：
对学习者的创造力进行测评一直以来都是教学实践的难题。STEM教育为发展学生的创造力提供了更多机会，同时也为评估学生的创造力提供了真实的问题情境。研究根据加德纳多元智能理论和吉尔福德的创造力结构划分理论，解析了STEM教育活动中创造力的领域特殊性和思维同一性特征，构建了面向STEM教育情境的创造力评价模型。以此为基础，通过分析机器人教育活动中学生在S.T.E.M学科维度的创造性表现和思维过程特征，设计了面向教育机器人活动的创造力观测量表，并在小学生机器人项目化学习活动中开展实践应用。研究表明，基于该模型的测评工具和方法能够有效区分学习者的创造力水平，支持对学习者创造力学科倾向的深度分析，有助于厘清学习者知识基础对创造力的影响。
【英文摘要】：
Assessing learners' creativity has long been a difficult problem in teaching practice. STEM education provides more opportunities to develop students' creativity, and also provides real problem situations for assessing students' creativity. Based on Gardner's theory of multiple intelligences and Guilford's theory of creativity structure division, this study analyzes the characteristics of domain specificity and thought identity of creativity in STEM education activities, and constructs a creativity assessment model for STEM education contexts. Based on this model, by analyzing the characteristics of students' creative performance and thinking process in the S.T.E.M discipline dimension of robotic educational activities, a creativity observation scale for educational robot activities is designed and applied in practice. The research shows that the assessment tools and methods based on this model can effectively distinguish the creativity level of learners, support the in-depth analysis of the subject tendency of learners' creativity, and help to clarify the influence of learners' knowledge base on creativity.