个体的创造性表现在风华正茂的青年期。加强对大学生创造性心理学的研究，培养和造就高素质的创新型人才，已经成为目前各国高等教育教学改革中的重要内容，也是理论界和学术界共同关注的问题。创造性问题提出能力是创造性思维的重要组成部分，它是指个体根据一定的目的，运用已有情境或经验，在独特地、新颖地、具有价值地（或恰当地）创造新问题并表达新发现问题的过程中，表现出来的思维品质或能力。如果没有创造性的问题提出，就不会有创造性的问题解决，更不会有创造性的产品。问题提出并非毫无根据的空想，而是基于对信息的获取、加工和应用，这需要个体具备一定的信息素养；在运用信息提出问题的过程中，批判性思维倾向也发挥着重要的作用。因此本研究的目的是：（1）考察大学生创造性问题提出能力的特点；（2）探讨信息素养、批判性思维倾向对大学生创造性问题提出能力的影响，并建立三者间的关系模型；（3）在此基础上，深入探讨个体变量和材料变量对创造性问题提出能力的综合影响。本研究包括三个子研究。研究一通过流畅性、灵活性和独创性三个指标考察了大学生创造性问题提出能力的特点，也对比了励耘实验班与常规教学班的差异。研究二又分为两个子研究，由于目前国内的信息素养调查还处于质性研究阶段，因此子研究Ⅰ总结了国内外权威的信息素养标准和指标体系，运用心理测量学的方法，编制了大学生信息素养问卷。在此基础上，子研究Ⅱ通过问卷法考察了大学生信息素养、批判性思维倾向与创造性问题提出能力之间的关系。因为研究一和研究二关注的是个体变量的影响，因此，研究三设计了四种不同类型的情境材料，采用实验法探讨个体变量（信息素养、批判性思维倾向）和材料变量（信息呈现量、批判情境）对创造性问题提出能力的综合影响，并扩展了创造性问题提出能力的评价指标，从流畅性、灵活性、独创性和深刻性等四个指标对提出的问题进行评价。本研究以529名大学生为被试，得出主要结论如下： （1）大学生的创造性问题提出能力总体较好，流畅性分数较高，灵活性和独创性的分数存在较大的个体差异。具体来讲，励耘班学生的成绩显著优于常规教学班的学生；文科学生在流畅性、灵活性、独创性三个维度上均显著优于理科学生；性别和年级的主效应以及交互作用均不显著。（2）大学生信息素养可分为三个维度：信息获取、信息加工、信息意识与道德。据此编制的大学生信息素养问卷信效度良好，各项指标符合测量学标准。（3）大学生创造性问题提出能力与信息素养、批判性思维倾向存在显著正相关，批判性思维倾向在信息素养预测创造性问题提出能力时起调节作用。（4）个体变量和材料变量对大学生创造性问题提出能力均有影响。从个体变量上看，当大学生的批判性思维倾向较强时，信息素养水平高的大学生创造性问题提出能力更好。（5）从材料变量上看，当材料的信息呈现量高且包含批判情境时，学生的创造性问题提出能力更好。（6）个体变量和材料变量在灵活性和独创性上出现了交互作用。信息素养水平较高或批判性思维倾向较强的学生在面对有批判情境材料时灵活性更好，而个体能力较弱的学生，面对不呈现批判情境材料时灵活性更好；信息素养水平较高或批判性思维倾向较强的学生在面对有批判情境材料时提出问题的独创性更高，而批判情境变量对个体能力较弱的学生不起作用。

Creativity is important in adolescence. It is a crucial content that enhancing the study of creative thinking and cultivating creativity talents in higher-education teaching reform. The current theory boundary and academic circles study also begin to pay attention to it. Creative problem finding ability is an important component in creativity thinking. It means individuals express thinking quality and ability according to specific purpose and following existing situation or experience in the process of creative and convey new questions, which is unique, original and worthy. Problem cannot be posed without foundation and it need obtaining, processing, application of information. Problem finding ability needs certain information literacy. Additionally, critical thinking disposition plays an important role in the process of problem finding by the use of the information. Thus, the aim of this study is to (1) explore the undergraduate’s creative problem finding ability; (2) investigate the impact of information literacy, critical thinking disposition on creative problem finding ability, and build up the relation model of the three ones; (3) discuss the impact of individual variables (information literacy and critical thinking disposition) and material variable (the number of information, critical situation) on creative problem finding ability.The study had three sub-studies. The first study investigated the characteristic of creative problem finding ability due to the three dimensions of fluency, flexibility and uniqueness, and compared the difference between the students of Liyun class and normal class. The second study had two sub-studies. The first sub-study designed the Information Literacy Scale. Further, the second sub-study investigated the relationship between the information literacy, critical thinking disposition and creative problem finding ability. The two previous studies did research on the individual variables, thus, the third studies set four cases and discuss the impact of individual variables (information literacy and critical thinking disposition) and material variable (the number of information, critical situation) on creative problem finding ability. At the same time, creative problem finding ability was be evaluated from four aspects of fluency, flexibility, uniqueness and profundity.A sample of 529 college students were recruited, the results are as following: 1) Creative scores on fluency, flexibility and uniqueness were significantly different between majors. Specifically, the total scores of Liyun class were significantly higher than the normal class. The score of fluency, flexibility and uniqueness in students of art was separately higher than it in students of science. The main effect and interaction of age and gender were all not significant.2) There are 3 dimensions of information literacy: acquirement, process, and consciousness. The questionnaire had high reliability and validity. 3) Creative problem finding ability was significantly associated with information literacy and critical thinking disposition. Critical thinking disposition played a moderating effect between information literacy and critical problem finding ability.4) Both individual variables and material variables have an impact on the creative problem finding ability. From individual variables, creative problem finding ability was higher when the critical thinking disposition rose. 5) From the material variables, the ability of creative problem finding was higher when the more information was presented in a critical situation.6) Individual variables and material variables had an interaction effect in the dimension of flexibility and uniqueness. The students who had higher information literacy or critical thinking disposition obtained a higher score in flexibility in a critical situation, and the other students had a higher level of flexibility without a critical situation; the students who had higher information literacy of critical thinking disposition obtained a higher level of uniqueness in a critical situation, however, the critical situation did not have the effect on the other students.