绘画心理课程对乡村儿童创造力的干预研究

An Intervention Study of Painting Psychology Curriculum on the Creativity of Rural Children

摘要: 目的：探讨绘画心理课程对乡村儿童创造力干预效果。方法：对两个四年级班级乡村儿童进行创造力量表前后测，其中干预组进行10次课绘画心理课程辅导，从创造力的冒险性、好奇性、想象力和挑战性四个维度分析绘画干预效果，对照组不做干预。结果：经过绘画心理课程辅导后，干预组在冒险、好奇、想象三个维度得分达到显著性差异(p < 0.01)，其中，男生、女生均在冒险、好奇、想象三个维度得分达到显著性差异，干预组的留守儿童在好奇、想象维度达到显著性差异；对照组在好奇、想象两个维度达到显著性差异(p < 0.01)，其中，男生在好奇、想象维度达到显著性差异，女生在好奇维度达到显著性差异，对照组留守儿童在所有维度均无显著性差异。结论：绘画心理课程辅导可以培养农村儿童创造力，尤其是对留守儿童和女生有预测作用。

Abstract: Objective: To investigate the impact of a painting psychology course on the creativity of rural children. Methods: Two fourth-grade classes of rural children were tested using a creativity scale before and after the intervention. The intervention group received 10 lessons of painting psychology, and the effect of the intervention was analyzed across four dimensions of creativity: adventure, curiosity, imagination, and challenge. The control group did not receive any intervention. Results: After the painting psychology course, the intervention group showed significant differences in adventure, curiosity, and imagination (p < 0.01). Boys and girls in the intervention group showed significant differences in adventure, curiosity, and imagination, in the intervention group, the left-behind children showed significant differences in curiosity and imagination; The control group showed significant differences in curiosity and imagination (p < 0.01), among which the boys achieved significant differences in curiosity and imagination, the girls achieved significant differences in curiosity, and the left-behind children in the control group achieved no significant differences in all dimensions. Conclusion: The painting psychology course can enhance the creativity of rural children, which was particularly predictive for left-behind children and girls.