科技人才创造力影响因素的质性研究

毕业论文题目：科技人才创造力影响因素的质性研究选题意义、创新性、科学性和可行性论证：21世纪是知识经济时代和信息时代，更是一个全面创新的时代。大力推进技术创新和“科教兴国”战略的实施，努力培养广大青年学生的创新能力，造就一代适应未来挑战的高素质人才，已经成为新世纪实现中华民族伟大复兴的时代要求。本研究采用质性研究范式，有一定的独创性，并且通过深入的访谈，研究科学可行。主要内容：本研究将通过质性研究的范式对科技人才创造力的影响因素进行分析，数据收集将主要采用深度访谈法完成，根据采访录音转化成文本，然后对录音文本逐字逐句的阅读，用Nvivo进行编码，得出科技人才创造力影响因素的选择编码结构，归纳总结出科技人才创造力的影响因素，对科技人才创造力影响因素进行分析，并提出对科技人才创造力培养的建议。目的要求：目的：1.在充分收集分析资料的基础上，秉着严谨的态度，梳理科技人才创造力的影响因素，提出对科技人才创造力培养的建议。2.在指导教师的指导下，培养学生综合运用所学知识，提出具有一定理论意义与实用价值的问题，分析并解决问题。要求：根据2010年辽宁大学本科毕业论文样本上的要求，采用规范的文档格式，论文正文不得少于8000字，论文要层次分明，立论客观，论据详实，内容正确无误，有一定的个人见解。计划进度：2009年6月下旬：分导师；2009年7月下旬：收集材料，确定题目；2009年9月上旬：填写毕业论文任务书并撰写提纲；2009年9月下旬：开题；2009年11—12月：撰写初稿，交给指导老师审阅；2010年2—3月：撰写二稿，并于3月末上交指导老师审阅修改；2010年4月下旬：修改并最终完成论文交老师批阅；2010年5月上旬：论文答辩。指导教师签字：主管院长（系主任）签字：年月日I摘要随着我国科教兴国战略的实施，培养21世纪需要的富于创造力的人才问题已尖锐地提到了所有致力于教育事业的人面前。因此进行创造力的研究具有重要的意义。本研究主干的研究内容采用了质性研究的范式。数据收集主要采用了深度访谈法来完成的。所谓质性研究(qualitativeresearch),主要是指不经由统计程序或其它量化手续而产生研究结果的方法。它可以对人（社会）的生活、故事、行为等方面的问题进行研究。质性研究以归纳分析为主，研究者试图理解情境，通过研究过程中对于资料的分析和挖掘得出一定的研究结论，而不是将期待强加于所研究所谓现象和情境之上。数据收集主要采用深度访谈法完成，选取了24个被试，根据采访录音转化成文本，对录音文本逐字逐句的阅读，总结出科技人才创造了的影响因素的主轴编码结构，得出44个主轴编码，并对着44个主轴编码归为五大类，即科技人才创造力的五大影响因素，最终根据这些影响因素得出科技人才创造力培养的建议。关键词：科技人才；创造力；影响因素IIAbstractAlongwiththestrategyofrevitalizingChinathroughscienceandeducation’simplement,theproblemofcultivatingcreativepersonofabilitywhichneededinthe21centuryhaspointedlyputinthefrontofallthepersonswhodevotethemselvestotheeducationcareer.Soithasgreatmeaningtocarrythroughthestudyaboutcreativity.Thecontentsofthetrunkofthisstudyusedqualitativeresearchparadigm.Datacollectionmainlyusesthedepthinterviewtobecompleted.Thequalitativeresearchmeansthemethodwhichcangetouttheresultwithoutstatisticprocedureorotherquantitativeprocedures.Itcancarrytheresearchaboutpeople’slife,story,behavioretc.Thequalitativeresearchgiveprioritytoinductiveanalysis,thepursuerwanttounderstandtheconditionthengettheconclusionthroughanalyzeanddigtheinformationratherthanputtheexpectonthesurfaceofthephenomenonandsituation.Datacollectionmainlycanachievedbythemethodofdepthinterviews.Wechoose24interviews,translateintotextsaccordingtotherecords.Wereachtherecordsonesentencebyonesentence,summarizeprincipalaxialcodingstructure,elicit44principalaxialcoding,andconcludethe44principalaxialcodingintofivekinds.Thisisthefiveinfectionfactorsaboutthecreativityonscienceandtechnologyandpersonwithability.Atlast,wegetthesuggestiononcultivatingtheperson’screativityaccordingtothesefactors.Keywords:scientificandtechnologicalpersonnel；creativity；influencefactors目录序言··········································································································1一、文献综述·······························································································21.科技人才创造力的内涵·········································································22.科技人才创造力的基本结构···································································43.科技人才创造力研究综述······································································64.科技人才创造力研究的评价与展望·························································7二、技人才创造力影响因素的质性研究·····················································81.研究程序·····························································································82.结果分析·····························································································9三、、科技人才创造力影响因素的分析·····················································121.环境的作用························································································122.个人素质···························································································133.教育的影响························································································144.兴趣·································································································145.其他方面的因素·················································································14四、对科技人才创造力培养的建议···························································151.从环境方面来看·················································································152.从个人方面来看·················································································17结论···································································································19参考文献···································································································20附录···································································································21致谢···································································································34-1-序言21世纪是知识经济时代和信息时代，更是一个全面创新的时代。大力推进技术创新和“科教兴国”战略的实施，努力培养广大青年学生的创新能力，造就一代适应未来挑战的高素质人才，已经成为新世纪实现中华民族伟大复兴的时代要求。在高校，大学生创新能力培养已引起足够重视，但还存在着一系列影响因素，本文对科技人才创造力的一系列影响因素进行了研究与调查，并提出了对科技人才创造力培养的建议。-2-科技人才创造力的影响因素研究一、文献综述1.科技人才创造力的内涵科技人才创造力，是人类特有的一种综合性本领，也是人的各种能力中最宝贵的能力，最高层次的能力。它是知识、智力、能力及优良的个性品质等复杂多因素综合优化构成的。它是创造性活动的始终。创造力是推动创造活动的动力和基础，没有创造力的参与，创造活动就没有生机和活力；没有创造力的作用，就不会有新事物的诞生。创造力也是产生新思想，发现和创造新事物的能力。它是成功地完成某种创造性活动所必需的心理品质。现代心理学研究表明，创造力是个体心理健康的先决条件，是个体自我完善的前提。它被普遍地认