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双循环
基于“未成年人数字生活与网络保护”课题组的调查数据，本报告从小学低年级、小学高年级、初中、高中、技校/中专/职高五个学习阶段，分析网络使用对未成年学生创造性的影响。结果发现，使用网络的较低年级学生比不使用网络的有更高的日常创造性行为；使用网络的较高年级学生比不使用网络的有更低的日常创造性行为。进一步分析手工设计、社会活动、语言文学、科学技术、文艺表演五个领域的创造性行为后发现，相较于不使用网络的较低年级女生，使用网络的女生在文艺表演领域和手工设计领域有更高的创造性行为；使用网络的中学和技校/中专/职高的女生比不使用网络的在科学技术领域有更低的创造性行为。网络使用对男生在五个领域的日常创造性行为的影响不大，使用网络的高中男生比不使用网络的有更低的语言文学领域的日常创造性行为。对创新新颖有效、创新新颖、创新有效三个创新特性，革新新颖有效、革新新颖和革新有效三个革新特性的创造性认知倾向进行分析后发现，使用网络的小学男生和技校/中专/职高男生比不使用网络的有更高的创新特性的创造性认知倾向；和不使用网络的小学女生相比，使用网络的小学女生有更高的创新特性的创造性认知倾向；网络使用对中学女生的创新特性的创造性认知倾向没有显著影响，对未成年学生的革新特性的创造性认知倾向的影响较小。
<<This report analyzed the data in Internet Age and Minors’ Development Survey and focused the effects of internet usage on the creativity. The analysis was based on the five grades of school，junior elementary school，senior elementary school，middle school，high school，technical school/secondary vocational school/vocational high school. The results showed that（1）Minors using internet at lower grades scored significantly higher on everyday creativity than ones not using internet. （2）Minors using internet at higher grades scored significantly lower on everyday creativity than ones not using internet. Further analysis on five domains of everyday creativity were conducted，including Craft/Fine Arts，Interpersonal/Social Activity，Language/Literature，Science/Technology，Performance Arts. The results showed that（3）Girls using internet at lower grades scored significantly higher on Performance Arts domain and Craft/Fine Arts domain of everyday creativity than ones using internet. （4）Girls using internet at higher grades scored significantly lower on Science/Technology domain of everyday creativity than ones not using internet. （5）The internet usage had almost no effects on boys’ five domains of everyday creativity，boys using internet at higher school scored significantly lower on Language/Literature domain than ones not using internet. The analysis on the characteristics of radical innovation（including Radical/Novel/Useful ones，Radical/Novel ones，Radical/Useful ones）and incremental innovation（including Incremental/Novel/Useful ones，Incremental/Novel ones，Incremental/Useful ones）. The results showed that（6）Boys using internet at elementary school and technical school/secondary vocational school/vocational high school scored significantly higher on radical innovation of creative cognition. （7）Girls using internet at elementary school scored significantly higher on radical innovation. （8）The internet usage had no effects on the radical innovation for girls at middle and higher school. （9）The internet usage had little effects on the incremental innovation for minors.
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