Creativity

The habit of our culture has always been to suppose that intelligence resides in some separated crystalline element, call it consciousness, apprehension, insight, gestalt, or what you will, but this is merely to confound naming the problem with solving it (Minsky).     

反思创新超越——一位“百千万“学员在部分优秀学员座谈会上的发言

通过在“百千万”人才培养工程中的系统学习,我的教学反思意识得以觉醒,反思能力得以增强,并促进我以极大的热情投入到教育的创新中,从而取得了丰硕的成果。简而言之,“百千万”是我成才的基石。     

Learning and Creativity

Creativity was an enduring interest for George Roeper. For him, gifted children represented the divergent thinkers who could change the trajectory of the world. In this 1962 presentation to parents at the school, he discussed his findings about the differences between intelligence and creativity—how they overlap, how they differ, and how they are assessed. As an active educator, George was unable to contribute as much in formal publications as he might have. Presentations such as this one are our best view into the depth and insight of the man. As a contemporaneous account, it also gives us a view into attitudes in the early years of gifted child education.     

Creativity( )

"Creativity is the key to a brighter future," say education and business experts. Here is how schools and parents can encourage this important skill in children.     

释放你的创造力

我天生乐观,坚信人类凭创造力和聪明才智可以让世界变得更好,这一想法一直根植于我的内心深处。[第一段]     

独特性与创造性——审美扫描之一

对审美现象来说,独特的个性是它得以存在的前提条件和必须具有的品格;相同、雷同、类似、模仿、千篇一律,同审美是矛盾的、格格不入的,它们是审美的敌人。如果说,审美价值形态就静态而言,其显著特点表现为独特性;那么就其动态而言,即从审美价值的发生、发展及生产等运动状态来看,则表现为创造性。就是说,静态的独特性本是与动态的创造性密不可分、相辅相成、甚至是互为因果的——只有审美发生和审美生产等运动状态的创造性,才能出现审美价值形态的独特性;缺乏创造性,不可能表现出独特性。独特性和创造性是审美价值的正面品格,与创造性相敌对的东西即依傍、模仿、重复等等就是审美价值的反面品格,是审美价值创造和生产之大敌。因此,凡是懂得审美真谛的艺术家和理论家,都仇视依傍和模仿,提倡创造和独创。     

Creativity in education

Currently considerable interest is being shown in creativity by the government and bodies such as QCA and Ofsted. A ‘creativity agenda’ has emerged with important implications for teaching and learning in schools. Drawing on research literature, as well as work completed by Secondary PGCE English and Drama trainees, this paper aims to provoke discussion about how creativity in education is defined and the impact of more explicit understandings of creativity in classrooms.     

智力与创造力关系探究

智力和创造力的关系目前还缺乏统一的认识 ,该文首先对智力和创造力五种可能的关系进行了综合论述 ,然后作了简要评价 ,接着提出了自己对两者关系的认识。     

《图形创意》教学如何培养学生的创意思维和创新能力

《图形创意》课程的教学应特别注重培养学生的创意思维和创新能力,使学生有意识地观察客观世界,从生活中积累知识,发现创意元素,加深对图形语言重要性的认识,使他们懂得用何种手段让图形更具内涵,以创造性的思维模式和创新性的能力来寻求图形设计审美的现代性,确保向专业设计的自然过渡。     

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。     

创造性及其培养途径

"为创造而教"已成为当前学校的主要教育目标之一。创造性主要受知识、智力、认知特点以及人格等方面影响。为了促进学生创造性发展,学校要营造宽松、自由、民主的教学环境;创建满足学生个性化发展需求的教学体系;培养学生良好的学习习惯;开展丰富多样的创造活动。     

论学生创造性的培养

现代社会,培养学生的创造性势在必行,为了培养学生的创造性,教师教学中应有意识地培养学生的创新意识、创新能力、创新人格.