Abstract: As an important form of classroom interaction, peer interaction plays a very important role in group learning. It can promote students’ development of high-level thinking ability and construction of knowledge. But there are two viewpoints for constructing group member. The first is that heterogeneous group is benefit to the development of students and the second is that homogeneous group is benefit to the development of students. The purpose of this study is to find out if the group member construction of peer interaction influences creative problem finding ability (CPFA) and if this influence is related to students’ ability level and task difficulty. This study utilized a 2 (teaching materials or tasks of different difficulty: high and low) × 4 (group member construction: homogeneous group, heterogeneous group, voluntary group and control group) mixed design. Before the experiment, 148 primary school students of Grade 4 took part in the CPFA Test and then according to the CPFA score, they were matched into 4 equal groups and studied two materials with different difficulty and creative problems were proposed after the study. The results showed that: Compared with the independent learning, peer interaction learning could promote the development of CPFA more effectively; Group member construction had significant influences on the students’ CPFA; Material (or task) difficulty had significant influence on the students’ CPFA; there was significant interaction between group member construction and material (or task) difficulty. For the lower difficult material, homogeneous group was the best, voluntary group was better than control group and heterogeneous group was the worst. For the higher difficult material, voluntary group was the best, homogeneous group was better than heterogeneous group and control group was the worst. Lower-ability students had best performance in heterogeneous group; middle-ability students had best performance in homogeneous group; higher-ability students had best performance in voluntary group.

Key words: Key words: Peer Interaction, Group Member Construction, Creative Problem Finding

摘要： 采用4（小组结构）*2（任务难度）混合实验设计，以149名小学四年级学生为被试，考察了在不同任务难度情景中，同伴互动小组结构对创造性问题提出的影响。结果表明：（1）与单独学习相比，同伴互动的学习方式更能促进学生创造性问题提出的发展；（2）小组结构对学生的创造性问题提出有显著影响，同质组、自选组学生的创造性问题提出得分显著高于控制组；（3）任务难度对学生的创造性问题提出有显著影响，低难度任务情境下的创造性问题提出得分显著高于在高难度情境；（4）小组结构与任务难度对学生创造性问题提出的影响存在显著的交互效应。

关键词: 关键字：同伴互动, 小组结构, 创造性问题提出