国外聋生创造力研究述评
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摘要
本文梳理了国外17篇聋生创造力的文献。从研究被试、研究工具、研究设计、研究结果四个方面进行总结和分析,结果发现:(1)研究被试的学段占比不均衡,人口学信息不完整;(2)研究工具单一,主要采用托兰斯创造性思维测验;(3)采用综合交流模式的研究设计,更有利于客观反映聋生的创造力水平;(4)聋生语言创造力的表现受到交流和评价方式的影响;聋生的图形思维风格趋向于具体化,其图形创造力优于健听生;而艺术创造性教学可以提高聋生的创造力水平。最后,本文建议教师要积极使用综合性交流模式和评价方式,注重创造性课程设计和环境支持,促进聋生创造力的发展。
This study, based on a review of 17 overseas articles concerning hearing-impaired students' creativity, analyzed hearing-impaired students, research tools, research designs, and research results. The findings show the following:(1) Hearing-impaired students show imbalanced proportions of learning phases and incomplete demographic information;(2) the researchers used single research tools, such as the Torrence Scales;(3) the use of the comprehensive communication mode is more beneficial to the objective reflection of hearing-impaired students' creativity; and(4) hearing-impaired students' language creativity is affected by communication modes and evaluation methods; their style of graphic thinking tends to be specific, and they show higher graphic creativity than normal-hearing students; and artistic creativity-oriented teaching can help improve their creativity. In conclusion, the authors suggest that teachers should actively use comprehensive communication modes and evaluation methods, pay attention to creative curriculum designing and the environmental support so as to promote the development of hearing-impaired students' creativity.
This study, based on a review of 17 overseas articles concerning hearing-impaired students' creativity, analyzed hearing-impaired students, research tools, research designs, and research results. The findings show the following:(1) Hearing-impaired students show imbalanced proportions of learning phases and incomplete demographic information;(2) the researchers used single research tools, such as the Torrence Scales;(3) the use of the comprehensive communication mode is more beneficial to the objective reflection of hearing-impaired students' creativity; and(4) hearing-impaired students' language creativity is affected by communication modes and evaluation methods; their style of graphic thinking tends to be specific, and they show higher graphic creativity than normal-hearing students; and artistic creativity-oriented teaching can help improve their creativity. In conclusion, the authors suggest that teachers should actively use comprehensive communication modes and evaluation methods, pay attention to creative curriculum designing and the environmental support so as to promote the development of hearing-impaired students' creativity.
引文
1 Hennessey B A,Amabile T M. Creativity. Social Science Electronic Publishing.2010, 61(1):569-598
2 Cheng L,Tan M,Liu Z. Adverse environments and children's creativity development: transforming the notion of “success in adversity” in China. New Directions for Child and Adolescent Development,2015,2015(147):93-100
3 Furth H G. Linguistic deficiency and thinking: Research with deaf subjects 1964-1969. Psychological Bulletin,1971,76(1):58-72
4 Huber M,Kipman U. Cognitive skills and academic achievement of deaf children with cochlear implants. Otolaryngology—head and neck surgery:official journal of American Academy of Otolaryngology-Head and Neck Surgery,2012,147(4):763-772
5 Wilbur R B. Language and deafness by Stephen P. Quigley,Peter Paul (review). Sign Language Studies,1987,54(1):81-86
6 Watts W J. The influence of language on the development of quantitative,spatial and social thinking in deaf children. American Annals of the Deaf,1979,124(1):46-56
7 Folven R J,Bonvillian J D,Orlansky M D. Communicative gestures and early sign language acquisition. First Language,1984,5(14):129-143
8 Marschark M,West S A,Nall L,et al. Development of creative language devices in signed and oral production.Journal of Experimental Child Psychology,1986,41(3):534-550
9 Kaltsounis B. Impact of instruction on development of deaf children's originality of thinking. Perceptual and Motor Skills,1969,29(1):298-298
10 15 28 Stanzione C M,Perez S M,Lederberg A R. Assessing aspects of creativity in deaf and hearing high school students. Journal of Deaf Studies and Deaf Education,2013,18(2):228-241
11 Kampe C.Effects of differential instruction upon the creative response of deaf students.Marilyn Zurmuehlin Working Papers in Art Education 1990,8(1): 71-77
12 Abusaleh S,Abdelfattah E,Alabadi Z,et al. The effects of educational multimedia for scientific signs in the holy quran in improving the creative thinking skills for deaf children// Innovations in Computing Sciences and Software Engineering. Springer, Netherlands, 2010:403-408
13 Berg F S, Fletcher S G. The hard of hearing child: clinical and educational management. Archives of Disease in Childhood,1971,46(248):580-580
14 Marschark M,Clark D. Linguistic and nonlinguistic creativity of deaf children. Developmental Review,1987,7(1):22-38
16 Traxler C B. The stanford achievement test, 9th Edition: National norming and performance standards for deaf and hard-of-hearing students. Journal of Deaf Studies and Deaf Education,2000,5(4):337-348
17 Akmese,Pistav|Acarlar,Funda. Using narrative to investigate language skills of children who are deaf and with hard of hearing. Educational Research and Reviews,2016,11(15):1367-1381
18 Kaltsounis B. Differences in verbal creative thinking abilities between deaf and hearing children. Psychological Reports,1970,26(3):727-733
19 23 Johnson R A,Khatena J. Comparative study of verbal originality in deaf and hearing children. Perceptual and Motor Skills,1975,40(2):631-635
20 Singer D G,Lenahan M L. Imagination content in dreams of deaf children. American Annals of the Deaf,1976,121(1):44-48
21 Fawzy Ebrahim. Comparing creative thinking abilities and reasoning ability of deaf and hearing children. Roeper Review,2006,28(3):140-147
22 Silver R A. The question of imagination, originality, and abstract thinking by deaf children. American Annals of the Deaf,1977,122(3):349-354
24 Marschark M,West S A. Creative language abilities of deaf children. Journal of Speech & Hearing Research,1985,28(1):73-78
25 Terlektsi, Emmanouela M. Imaginative writing of deaf children. Birmingham: University of Birmingham, 2010:263-264
26 Kaltsounis B. Comparative study of creativity in deaf and hearing children. Child Study Journal,1970,1(1):11-19
27 34 Johnson R A.Creative thinking in the absence of language: Deaf versus hearing adolescents. Child Study Journal ,1977,7(2): 49-57
29 Marschark M,Wauters L. Cognitive functioning in deaf adults and children. In Marschark M & Spencer PE. (Eds.),Oxford handbook of deaf studies, Language, and education ,New York, NY: Oxford University.2011:486-499
30 Anna Paszkowska Rogacz. Nonverbal aspects of creative thinking: studies of deaf children. High Ability Studies,1992.3(2):236-239
31 Lubin E,Sherrill C. Motor creativity of preschool deaf children. American Annals of the Deaf,1980,125(4):460-466
32 Reber R,Sherrill C. Creative thinking and dance/movement skills of hearing-impaired youth: an experimental study. American Annals of the Deaf,1981,126(9):1004-1009
33 Silver R A. Developing cognitive and creative skills through Art. Baltimore: University Park Press,1978:2-3
35 Cornelius G,Hornett D. The play behavior of hearing-impaired kindergarten children. American Annals of the Deaf,1990,135(4):316-321
36 Kaltsounis B. Differences in creative thinking of black and white deaf children. Perceptual and Motor Skills,1971,32(1):243-248
37 Johnson R A. Creative thinking in mentally retarded deaf adolescents. Psychological Reports, 1990,66(2):1203-1206
38 Passig D,Eden S. Improving flexible thinking in deaf and hard of hearing children with virtual reality technology. American Annals of the Deaf,2000,145(3):286-291
39 Eden S. Virtual intervention to improve storytelling ability among deaf and hard-of-hearing children. European Journal of Special Needs Education,2014,29(3):370-386
40 Marschark M,Spencer P E. Epilogue: what we know, what we don't know, and what we should know, The Oxford Handbook of Deaf Studies,Language,and Education. new York: Oxford University Press,2010,2011(1):258-275
41 Zeng L, Proctor R W, Salvendy G. Can traditional divergent thinking tests be trusted in measuring and predicting real-world creativity? Creativity Research Journal,2011,23(1):24-37
42 Speaker M G,Taylor D,Kamen R. Storytelling: enhancing language acquisition in young children.Education,2004,125(1): 3-14
43 Beal-Alvarez J,Cannon J E. Technology intervention research with deaf and hard of hearing learners: levels of evidence. American Annals of the Deaf,2014,158(5):486-505
44 Sapere P. Evidence based practice in educating deaf and hard of hearing children: teaching to their cognitive strengths and needs. European Journal of Special Needs Education, 2011,26(1):3-16
45 程黎,王崇高,马晓晨,等.3-6年级聋生课堂创造性环境和创造力的关系研究.中国特殊教育,2018,215(05):23-30
46 Laughton J. Strategies for developing creative abilities of hearing-impaired children. American Annals of the Deaf,1988,133(4):258-263
47 David Passig,Sigal Eden. Cognitive intervention through virtual environments among deaf and hard-of-hearing children. European Journal of Special Needs Education,2003,18(2):173-182
48 Ingber S,Eden S. Enhancing sequential time perception and storytelling ability of deaf and hard of hearing children. American Annals of the Deaf,2011, 156(4):391-401
2 Cheng L,Tan M,Liu Z. Adverse environments and children's creativity development: transforming the notion of “success in adversity” in China. New Directions for Child and Adolescent Development,2015,2015(147):93-100
3 Furth H G. Linguistic deficiency and thinking: Research with deaf subjects 1964-1969. Psychological Bulletin,1971,76(1):58-72
4 Huber M,Kipman U. Cognitive skills and academic achievement of deaf children with cochlear implants. Otolaryngology—head and neck surgery:official journal of American Academy of Otolaryngology-Head and Neck Surgery,2012,147(4):763-772
5 Wilbur R B. Language and deafness by Stephen P. Quigley,Peter Paul (review). Sign Language Studies,1987,54(1):81-86
6 Watts W J. The influence of language on the development of quantitative,spatial and social thinking in deaf children. American Annals of the Deaf,1979,124(1):46-56
7 Folven R J,Bonvillian J D,Orlansky M D. Communicative gestures and early sign language acquisition. First Language,1984,5(14):129-143
8 Marschark M,West S A,Nall L,et al. Development of creative language devices in signed and oral production.Journal of Experimental Child Psychology,1986,41(3):534-550
9 Kaltsounis B. Impact of instruction on development of deaf children's originality of thinking. Perceptual and Motor Skills,1969,29(1):298-298
10 15 28 Stanzione C M,Perez S M,Lederberg A R. Assessing aspects of creativity in deaf and hearing high school students. Journal of Deaf Studies and Deaf Education,2013,18(2):228-241
11 Kampe C.Effects of differential instruction upon the creative response of deaf students.Marilyn Zurmuehlin Working Papers in Art Education 1990,8(1): 71-77
12 Abusaleh S,Abdelfattah E,Alabadi Z,et al. The effects of educational multimedia for scientific signs in the holy quran in improving the creative thinking skills for deaf children// Innovations in Computing Sciences and Software Engineering. Springer, Netherlands, 2010:403-408
13 Berg F S, Fletcher S G. The hard of hearing child: clinical and educational management. Archives of Disease in Childhood,1971,46(248):580-580
14 Marschark M,Clark D. Linguistic and nonlinguistic creativity of deaf children. Developmental Review,1987,7(1):22-38
16 Traxler C B. The stanford achievement test, 9th Edition: National norming and performance standards for deaf and hard-of-hearing students. Journal of Deaf Studies and Deaf Education,2000,5(4):337-348
17 Akmese,Pistav|Acarlar,Funda. Using narrative to investigate language skills of children who are deaf and with hard of hearing. Educational Research and Reviews,2016,11(15):1367-1381
18 Kaltsounis B. Differences in verbal creative thinking abilities between deaf and hearing children. Psychological Reports,1970,26(3):727-733
19 23 Johnson R A,Khatena J. Comparative study of verbal originality in deaf and hearing children. Perceptual and Motor Skills,1975,40(2):631-635
20 Singer D G,Lenahan M L. Imagination content in dreams of deaf children. American Annals of the Deaf,1976,121(1):44-48
21 Fawzy Ebrahim. Comparing creative thinking abilities and reasoning ability of deaf and hearing children. Roeper Review,2006,28(3):140-147
22 Silver R A. The question of imagination, originality, and abstract thinking by deaf children. American Annals of the Deaf,1977,122(3):349-354
24 Marschark M,West S A. Creative language abilities of deaf children. Journal of Speech & Hearing Research,1985,28(1):73-78
25 Terlektsi, Emmanouela M. Imaginative writing of deaf children. Birmingham: University of Birmingham, 2010:263-264
26 Kaltsounis B. Comparative study of creativity in deaf and hearing children. Child Study Journal,1970,1(1):11-19
27 34 Johnson R A.Creative thinking in the absence of language: Deaf versus hearing adolescents. Child Study Journal ,1977,7(2): 49-57
29 Marschark M,Wauters L. Cognitive functioning in deaf adults and children. In Marschark M & Spencer PE. (Eds.),Oxford handbook of deaf studies, Language, and education ,New York, NY: Oxford University.2011:486-499
30 Anna Paszkowska Rogacz. Nonverbal aspects of creative thinking: studies of deaf children. High Ability Studies,1992.3(2):236-239
31 Lubin E,Sherrill C. Motor creativity of preschool deaf children. American Annals of the Deaf,1980,125(4):460-466
32 Reber R,Sherrill C. Creative thinking and dance/movement skills of hearing-impaired youth: an experimental study. American Annals of the Deaf,1981,126(9):1004-1009
33 Silver R A. Developing cognitive and creative skills through Art. Baltimore: University Park Press,1978:2-3
35 Cornelius G,Hornett D. The play behavior of hearing-impaired kindergarten children. American Annals of the Deaf,1990,135(4):316-321
36 Kaltsounis B. Differences in creative thinking of black and white deaf children. Perceptual and Motor Skills,1971,32(1):243-248
37 Johnson R A. Creative thinking in mentally retarded deaf adolescents. Psychological Reports, 1990,66(2):1203-1206
38 Passig D,Eden S. Improving flexible thinking in deaf and hard of hearing children with virtual reality technology. American Annals of the Deaf,2000,145(3):286-291
39 Eden S. Virtual intervention to improve storytelling ability among deaf and hard-of-hearing children. European Journal of Special Needs Education,2014,29(3):370-386
40 Marschark M,Spencer P E. Epilogue: what we know, what we don't know, and what we should know, The Oxford Handbook of Deaf Studies,Language,and Education. new York: Oxford University Press,2010,2011(1):258-275
41 Zeng L, Proctor R W, Salvendy G. Can traditional divergent thinking tests be trusted in measuring and predicting real-world creativity? Creativity Research Journal,2011,23(1):24-37
42 Speaker M G,Taylor D,Kamen R. Storytelling: enhancing language acquisition in young children.Education,2004,125(1): 3-14
43 Beal-Alvarez J,Cannon J E. Technology intervention research with deaf and hard of hearing learners: levels of evidence. American Annals of the Deaf,2014,158(5):486-505
44 Sapere P. Evidence based practice in educating deaf and hard of hearing children: teaching to their cognitive strengths and needs. European Journal of Special Needs Education, 2011,26(1):3-16
45 程黎,王崇高,马晓晨,等.3-6年级聋生课堂创造性环境和创造力的关系研究.中国特殊教育,2018,215(05):23-30
46 Laughton J. Strategies for developing creative abilities of hearing-impaired children. American Annals of the Deaf,1988,133(4):258-263
47 David Passig,Sigal Eden. Cognitive intervention through virtual environments among deaf and hard-of-hearing children. European Journal of Special Needs Education,2003,18(2):173-182
48 Ingber S,Eden S. Enhancing sequential time perception and storytelling ability of deaf and hard of hearing children. American Annals of the Deaf,2011, 156(4):391-401
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