创造性人才特征与教育模式再构

发布时间：2018-01-16 12:12

本文关键词：创造性人才特征与教育模式再构　出处：《中国教育学刊》2010年06期 　论文类型：期刊论文

【摘要】：有关创造性30余年的研究是基于"中国缺少诺贝尔奖获得者""中国学生学习成绩好却创造性差"和"李约瑟悖论"三个困惑和思考,以思维品质为切入点进行的。创造性的实质是指根据一定目的,运用一切已知的信息,产生出某种新颖、独特、有社会意义或个人价值的产品的智力品质,其研究在历史上共经历了五个阶段。从这一实质出发,创造性人才可视为创造性思维加创造性人格,前者具有五个特点,而后者是一种创造性的非智力因素。创造性学习、创造性教育和创造性人才培养是整个研究的重点部分。有关创造性的研究认为,要在强调学习者的主体性、重视学习策略等创造性学习特点的基础上,进行让学校的三种群体产生出五种教育效能的创造性教育,进而融东西方教育模式为一体,培养"T"型人才。
[Abstract]:The research on creativity for more than 30 years is based on three puzzles and reflections: "China lacks Nobel Prize winners", "Chinese students have good academic performance but creativity is poor" and "Needham Paradox". The essence of creativity refers to the intellectual quality of a product with some novel, unique, social significance or personal value, which is produced by using all known information according to a certain purpose. From this point of view, creative talents can be regarded as creative thinking and creative personality, the former has five characteristics. The latter is a creative non-intellectual factor. Creative learning, creative education and the cultivation of creative talents are the key parts of the whole study. On the basis of paying attention to the characteristics of creative learning such as learning strategies, creative education of five kinds of educational efficiency is produced by the three groups of schools, and then the "T" type talents are trained by integrating the educational models of the East and the West.
【作者单位】：北京师范大学;中国心理学会;
【分类号】：G521
【正文快照】： 创新(innovation)和创造性或创造力(creativ-ity)在心理学界被视为同义语。自1978年以来30余年,笔者一直致力于对创新或创造性的研究。一、困惑与思考笔者对该问题的研究缘起于自己的困惑与思考。困惑一,为什么中国人或中国公民没有得过诺贝尔奖?因为现在国际上公认的创造性的

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