Creativity Development Conception and Execution in Chinese High School ICT Classes

Abstract

This study aims at integrating technical creativity development into Chinese ICT classes. In order to achieve it, we proposed an explicit technical creativity teaching by comprehensively considering levels of creativity, learners’ level and subject context three factors. To certify its teaching effectiveness, we integrated it into a general teaching and compared its learning outcomes with those of the general teaching. We executed these two methods in Chinese ordinary high school ICT classes, and rated students’ products by a rubric. Results indicated that 1) the explicit technical creativity teaching was more effective in developing lower-level students’ technical creativity compared with the general teaching; 2) regarding the knowledge application which is the basic teaching objective of SACs, the technical creativity group performed equally with the general group in applying knowledge that is integral in the productive process. However, application of detailed knowledge might be affected by intense concentration on creativity.