从“创造力影响理论”看教师创造力

创造力的影响理论比较全面地概括了创造力发展的各方面影响因素,阐述了创造力发展的心理学意义。通过论述创造力的影响理论,探讨影响教师创造力发展的智力和非智力因素;以及教师对创造力的认识影响到学生创造力发展,教师应该以正确的态度对待学生的创造精神。     

浅谈素质教育与创造力

从个体创造力的开发和群体创造力的开发两方面谈了素质教育中创造力培养的重要性。     

论企业的创造力

本文首先指出了企业创造性立足于人的创造性这一基础,在开放与实践中形成内在无限发展机制。具体论述企业创造力的一般规定性,着重阐述了它在生产经营中的基本来源和制约因素。文章认为,企业创造力作用是现实的,但需对其理论进一步深入研究。     

美国心理学家创造力理论引发的关于创意效率及创新质量的思考

美国心理学家Kerrie Unsworth的创造力理论,主要包括反应创造力(Responsive Creativity)、主动创造力(Proactive Creativity)、预计创造力(Expected Creativity)和贡献创造力(Contributory Creativity)四种类型,每种类型都在两个测量度上,即驱动力和问题.驱动力又分为内部驱动和外部驱动,问题则分为封闭性问题和开放性问题.通过了解、理解和识别创造力不同类型的特点和功能,对我们如何更好地培养创造力,促进更多创新,提高创意效率和质量很有裨益.     

析运动创造力

创造力研究已经从关注一般性创造力逐渐走向重视特殊领域创造力。文章对运动创造力这一特殊领域创造力的主要研究进行了简要总结,包括运动创造力的概念、维度、测量、相关研究与未来趋向。     

创造力教育:现代大学的一种必然选择

创造力教育是建立在创造力开发基础上的一种教育理念,适应创造力经济的现代大学教育,无疑应当注重学生的创造力发展,因此创造力教育是现代大学的一种必然选择。作为大学的创造力教育,要以创造力开发(创造力的发现、创造力的培养、创造力的整合)为基本目标、以学科创造力为核心、以主动性实践为关键来构建其教育体系。     

建构理工大学生科学创造力测评体系的探讨

随着对创造力认识的深入,人们逐渐从一个整合的框架中去理解它。本文通过对已有的创造力测评方法加以修改和组合,尝试建构一个多维度和全面的量表测评体系来测评理工科大学生的科学创造力,并以其对中国科学技术大学部分学生进行了实证研究。     

从心理测量的角度看创造力的培养

我国重视创新型人才的培养，时代的进步也使创造力人才的培养成为教育的首要任务。本文从创造力的心理测量的角度，阐述了创造力的内涵，介绍了创造力的心理测量形式：基于发散思维、基于发散思维与聚合思维的统一以及基于创造性个性的测量。同时，针对学生创造力的培养给出了一定的建议。     

东西方文化下的创造力产品比较分析

文化是影响创造力的主要因素,创造力产品是衡量创造力的重要指标.文化透过社会的各个层面通过各种方式影响创造力产品的种类和性质.对东西方文化下的创造力产品进行比较,并分析文化在其中所起的作用.     

工程创造力的理论建构及量表编制

本研究在回顾了对创造力的以往研究,在此基础上,结合工程人才的特殊属性,提出了工程人才创造力的定义;在实证研究基础上通过因子分析解析出工程人才创造力所包含的六个因子:好奇心、协作精神、批判精神、集成能力、实践能力、洞察力;开发了工程人才创造力测评量表,通过对618份有效问卷结果的分析表明,该量表总体一致性为0.95,说明量表具有较高的信度;对高工程创造力群体和普通工程创造力群体的得分情况进行了比较,数据显示高工程创造力群体得分显著高于普通群体。     

乡镇中小学生创造性思维的发展与教育

采用图形创造性思维测验考察了乡镇 3～ 8年级中小学生创造性思维能力的发生发展状况 ,结果发现乡镇中小学生创造性思维的发展不存在性别差异 ,表现出先下降 ( 3～ 5年级 )后上升 ( 6～ 8年级 )的发展趋势。讨论部分对不同年级学生的创造性思维的表现形式和发展水平进行了深入分析 ,并为正确认识和对待乡镇中小学生创造性思维及相应的教育实践提出了建议。     

创造力系统观及其对创造教育的启示

创造力研究经历了一个从单维到多维、不断系统化的演进过程。近来,人们倾向于从系统观的角度研究创造力。创造力系统观认为,创造力是多种因素相互作用的产物,包括个体的知识背景、认知风格、人格特质、动机,以及个体所处的生活背景、文化背景乃至整个社会大背景。在创造力系统观的视野里,创造教育是一种“系统化”的教育。实施创造教育,除了重视个体因素,还要重视文化和社会因素。     

理论创新散论

理论创新是理论发展的基本形式,也是实践深化必然提出的要求。一部马克思主义发展史就是一部理论创新史,而着眼于机制建设,充分发挥主体作用,又是面向新的实践,实现理论创新的关键所在。     

大学生创新能力总体状况调查分析

对江苏地区426名大学生的统计分析表明:中国大学生的智力水平达到极优秀,但是在创造力倾向上则属于中等偏上水平;中国大学生在文、理、工三学科之间,无论是在智力上,还是在创造力倾向上,都没有明显差异,但是在学科内部,文科学生在这两方面的差异明显大于理、工科学生。经过大学四年的教育,虽然大学生的创新能力(知识文化除外)没有明显提高,但是他们之间的差异明显缩小。     

The assessment of creativity for people with autism spectrum disorder

The term “creativity” can conjure various ideas and meanings. It's no surprise that methods for measuring such a concept vary widely and are not without controversy. This is particularly true among people with autism spectrum disorder (ASD), who are a unique yet incredibly diverse group of individuals. This article provides an overview of the assessment of creativity among individuals with ASD. Findings among studies that have sought to determine whether individuals with ASD are more or less creative than their neurotypical peers are mixed, yet the authors propose that intentional development of creativity in all youth, including those with ASD, can be beneficial.     

Insights about creativity: Questioned,rejected, ridiculed,ignored

The intent of the author was to identify some of his insights from creativity research which have not been widely accepted, describe what generated the insight, summarize the evidence in support of the insight, and to state what is at stake. It was soon evident that this was a larger task than could be accomplished in an article. The author stated the problem, discussed two examples, and identified fifteen of these insights. A few of them are supported by considerable research evidence but none of them have yet come into acceptance and widespread practice. Others are supported by enough research to convince the author but not enough to convince very many others. The author urges other investigators to examine these insights and to test the validity of some of them. New instruments will have to be created and developed. Longitudinal studies, statistical and qualitative, will be necessary. Experimental studies will also be needed. The author hopes that investigators will be intrigued by some of these insights and will be compelled to investigate them further. Who knows what a new generation of creative investigators will produce?     

Development and validation of the short use of creative cognition scale in studying

This paper reports the development and validation of a short Use of Creative Cognition Scale in Studying (UCCS) that was inspired by the Cognitive Processes Associated with Creativity (CPAC) scale. In Study 1, items from two of the six subscales of the CPAC were excluded due to conceptual and psychometric issues to create a 21-item CPAC scale, which was administered to 517 university students. Exploratory factor analysis revealed that the 21-item CPAC scale is unidimensional. Five items were selected to create the new unidimensional UCCS. In Study 2, 696 students completed the UCCS and a set of scales measuring related constructs. Confirmatory factor analysis corroborated the unidimensional structure of the scale. The scale correlated positively with measures of flow, trait intrinsic motivation, adaptive metacognitive traits and positive affect, it correlated negatively with negative affect, and it did not correlate with core maladaptive metacognitive traits. The findings indicate that the scale is a valid and reliable tool for research and monitoring.