摘要
创新,是一个历久弥新的话题。一部人类社会的文明史,即是一部不断创新和创造的历史。尤其是进入21世纪以后,科技创新更是成为知识经济发展的灵魂深刻地改变着人类文明的基本构成和核心理念,作为科技创新活动主体的创新型科技人才的培养亦因此而成为当今时代世界诸国人力资源开发活动中普遍关注的焦点。自1990年代中期以来,我国先后提出了“可持续发展战略”、“科教兴国战略”、“人才强国战略”以及“国家创新体系建设”等一系列事关中华民族长远发展的国家战略,对于这些战略的实现而言,创新型科技人才的培养无疑是其中一项基础性工程。目前,我国的国家综合创新能力在世界主要国家中依然处于比较落后的地位,加紧创新型科技人才的培养是改变这一状况的基础性条件之一。高等教育作为创新型国家建设重要主体,承担着人才培养、科学研究和社会服务三大基本职能。其中,人才培养是高等学校的根本职能。近十几年来,我国高等教育发展持续进行了量的扩张而进入大众化发展阶段,但与此同时,人才培养质量却日益成为一个饱受社会各界诟病的热点论题,发人深省的“钱学森之问”即是对这一问题的集中反映。在《国家中长期教育改革和发展规划纲要(2010-2020年)》制定过程的意见征询阶段亦将“如何培养创新人才”作为面向社会各界公开征询意见的二十个基本问题之一,充分体现了破解这一艰深命题的极度重要性和现实紧迫性。
由于包括创新型科技人才在内的创新型人才的培养是一项复杂的系统工程,其中涉及诸多复杂的因素。但对于这一问题的研究无论采取何种视角,其最终回归点都将指向对培养对象的某种与创新相关的素质或能力的培育方面。由此而引发出另一个与此直接相关且更为基础性的问题:创新型科技人才应该具备什么样的素质结构?其中又包括哪些具体素质要素?对这一问题的研究探索不仅有利于从理论层面科学地认识和把握创新型科技人才这一特定人才群体的共同素质特征。同时,也有利于为在科技人才的培养实践中有针对性地加强那些关键素质要素的开发培育提供更为客观的和具体的逻辑依据。而从国内目前的研究现状来看,对这一问题的研究却未能得到应有的关注。为此,本论文试图通过借助人力资源管理学中素质模型这一研究工具来构建创新型科技人才的素质模型,以系统地勾勒创新型科技人才的共性素质特征,明晰创新型科技人才培养的素质开发取向,并以该素质模型所提供的素质要素体系作为参照,着重从高等教育本科阶段人才培养实践中学生创新素质建构的角度来探讨未来潜在创新型科技人才的培养问题,以求为“如何培养创新型人才”这一现实难题破解提供可资参考的路径。
论文研究是以素质模型理论、创造力理论和创新教育理论为主要理论依托,采用理论研究与实证研究相结合、定性分析与定量分析相结合的方法,沿着三个在逻辑上相互关联的问题脉络而展开,即(1)什么是创新型科技人才?(2)为什么我国高校培养的创新型科技人才严重不足?(3)如何培养创新型科技人才?在进行文献回顾、关键概念界说和相关理论阐释之后,围绕以上三个问题,论文分别进行了较为集中的研究。
论文采用McCelland等人所开发的经典素质模型建构方法以实证研究的方式构建了创新型科技人才素质模型,通过一系列具体的素质要素来揭示这一人才群体在知识构成、思维方式、综合能力和个性品格等方面的共性特征,为解答问题之一提供了客观而清晰的认知图式。研究结果表明,共有42项素质要素对于各类科技人才的创新行为具有重要影响,从中归纳出创新型科技人才之素质特征为:广博精深且结构合理的知识体系;灵活流畅且系统深刻的思维风格;蕴含创新意识与创新精神的个性品格;适应现代科技发展的综合性创新能力。创新型科技人才培养实践中的素质开发应以此为取向而进行。
论文检视了我国高等学校创新型科技人才培养实践的现实状况,包括创新型科技人才培养目标的提出与理念主张、培养模式探索的动向,以及探索过程中的障碍因素和具体问题,讨论了其对学生创新素质体系建构的不利影响,从人才培养实践过程之中探寻问题之二存在的基本原因。论文认为,我国高校在创新型科技人才培养模式的探索中面临着诸如“传统文化中一些消极成分的隐性阻力”、“先期人才培养模式惯性作用的影响”等一系列障碍因素,以及从培养方案的制定到学生评价体系的设计整个链条中存在的一系列具体问题。这些障碍和问题均在不同程度上影响着培养对象创新素质的生成。
论文提出了创新型科技人才培养模式优化的基本主张与促进培养目标实现的协同条件建设问题,作为对问题之三的具体回应。以创新型科技人才素质模型所提供的素质要素体系为参照,将其设定为人才培养目标的给定值,以控制论思想进行高等学校创新型科技人才培养模式的系统优化,并说明相关条件对系统运行的影响;围绕着对学生创新素质体系系统培育的目标指向,阐述高等学校创新型科技人才培养模式优化应当遵循的指导思想、基本原则与具体路径;分别对影响学生创新素质生成的创新型教师队伍建设、科技训练平台建设、创新教育环境建设三个协同条件进行研究和分析,以图通过加强这些协同条件的建设来促进创新型科技人才培养目标的实现。
论文研究所作的创新努力有:建构了创新型科技人才的素质模型;基于素质模型对高等学校创新型科技人才培养模式进行了解析;提出了诸如“由模块化课程体系形态向矩阵式课程体系形态转变”等关于创新型科技人才培养模式优化的新主张或新论点。
Innovation, is a topic that never fading charms, and the civilization of human society is a history that full of continuous innovation and creation. In particular, when our era step into the twenty-first century, innovation happened in many science and technology fields is deeply changing the constitution of human civilization as well as its core concepts, and now scientific and technical innovation has become the soul of the progress of knowledge economy. With this trend, the cultivation of creative science and technology talents, who as the subject in scientific and technical innovation activities, is also becoming a common focus concerned by many countries in the development of human resources. In China, a series of strategies, which concerned with the long-term development of the nation, were successively put forward from mid1990s, such as Strategy of Sustainable Development, Strategy of Prospering Nation through Science and Education, Strategy of Strengthening Country through Talents Development and Construction of National Innovation System, etc. Undoubtedly, for the implementation of these strategies, the cultivation of creative science and technology talents is a basic project. At present, The comprehensive innovation ability of China is still in a backward status compared with those main countries in the world, and stepping up the cultivation of creative science and technology talents is also one of basic conditions that changing this situation.
As an important subject in the construction of innovative country, higher education shoulders the task of personnel training, scientific research and social service, in which personnel training is the most fundamental task for universities. In recent10years, the development of higher education in China has expanded continuously in quantity, but with this, the quality of personnel training is also increasingly becoming a hot issue in our society and suffered by the public, and Mr. Qian's Questions can be an representative example mirroring this situation. In the formulating process of National education reform and development of long-term planning programs (2010-2020), how to cultivate creative talents was one of the20issues for suggestion from all circles in the society, which indicated its significance and urgency to break through this conundrum.
It is known that the cultivation of creative science and technology talents is a complex system engineering, which involves lots of factors, but no matter what perspective is adopted for the research of this problem, its final purpose will returns to the cultivation of some competency related to innovation. Thus, a more basic problem can be put forward, that is, what kind of competence structure a creative science and technology talent should have and what competency elements contained in this structure? Research on this problem can not only help to uncover the competency characteristics of creative science and technology talents theoretically, but also provide a more objective and concrete logical basis for the practice of personnel training. However, the study on it is not paid much attention in the domestic. For this, this thesis tried to construct a competency model about creative science and technology talents in order to sketch their common competency characteristics systematically, and according to this model discussed the problem about how to cultivate creative talents at the undergraduate stage in our country.
The study of this thesis is based on The Theory of Competency Model, The Theory of Creativity and The Theory of Creative Education, and its research means is combining theoretical research with empirical research, as well as qualitative analysis with quantitative analysis. The logical vein is spread along three problems related to each other:(1) what's creative science and technology talents?(2) Why the universities in our country can't cultivate enough creative science and technology talents?and (3) how to cultivate creative science and technology talents?Around these three problems, this study includes following several aspects:
Firstly, constructed a competency model about creative science and technology talents through employing the classic means developing by McCelland, and used a series of competency elements to describe the common characteristics of their knowledge structure, thinking mode, comprehensive ability and personality traits, so as to provide a clear cognitive schemata for the problem (1). The study result indicated there were42competency element items affecting the innovative behavior of all kinds of science and technology talents, and from this, the competency characteristics could be concluded, including extensive, profound and structure-reasonable knowledge system, flexible, fluent and systematical thinking mode, personality traits full of innovation consciousness and spirit, and comprehensive innovation ability fit for the development of modern science and technology. The practice of science and technology talent training should be implemented in line with these characteristics.
Secondly, scanned the realistic situation of the science and technology talent cultivating in domestic universities, viewed its trend, especially inspected the obstacle factors and specific problems encountered in the exploring process for better model, and analyzing their negative influence for the cultivating of undergraduate students' creative competency. The study result showed that in the exploring process of cultivating model there existed some recessive resistance and obstacles which from our traditional culture or the inertial function of earlier model. To a great extent these factors were responsible for the problem (2), because they could go against the forming of undergraduate students'creative competency.
Thirdly, suggest about how to improve the current cultivating model of creative science and technology talents and how to promote its collaborative conditions were put forward, as the response to the problem (3).In this part, the target of talents-training was set as a given value referring to the competency model of creative science and technology talents, and the thought of Theory of Cybernetics was introduced in the constructing of creative science and technology talents-cultivating model system, affection of different conditions to the system operation were explained also, such as the teacher's role, the science and technology practice condition and the education environment. Then the guiding principles and practical path that should be abided by or adopted in the cultivating process were discussed in detail.What's more, the measures about how to strengthen the construction of creative teachers'team, how to strengthen the construction of science and technology training platform for undergraduate students, and how to perfect the education environment were stressed.
The novelty of this study mainly embodied in the following three aspects. Firstly, built a competency model about creative science and technology talents. Sceondly, constructed a improving model system about the cultivating of creative science and technology talents, Thirdly, a series of new claims or arguments about the cultivating of creative science and technology talents were brought forward.
引文
①彭健伯.创新哲学论[M].北京:人民出版社,2006:67.
① Guilford, J.P. Creativity [J]. American Psychologist,1950(5):444-454.
② Guilford, J.P. Three faces of intellect [J]. American Psychologist,1959 (14):469-479.
③ Torrance, E.P. Explorations in creative thinking in Early School Years:A Progress Report. In C.W. Taylor & F. Barron, ed. Scientific creativity: its recognition and development[M]. New York:Wiley,1963:173-183.
④ De Bono, E. Lateral thinking—a textbook of creativity [M]. London: Ward Lock Educational Ltd.,1970.
⑤ Mednick, S. A. The associative basis of the creative process [J]. Psychological Review,1962(69):220-232.
⑥ Weisberg, R.W. Creativity and knowledge:a challenge to theories. In R.J. Sternberg (Ed.), Handbook of Creativity [M]. New York:Cambridge University Press,1999:226-250.
① Simon, H.A. Creativity in the arts and the sciences[J]. Kenyon Review,2001 (2) 203-220.
② Thomas B. Ward. Creative cognition as a window on creativity [J]. Methods,2007,42 (1):28-37.
③ Wechsler D. Cognitive, conative and non-intellective intelligence [J]. American Psychologists,19505(3):78-83.
④ Stemberg, RJ. & Iubat, T.L An investment theory of creativity and its development [J]. Human Development,1991 (34):1-32.
① Sternberg R.J. Implicit theories of intelligence, creativity and wisdom [J]. Journal of Personality and Social Ps-ychology,1985,49(4):607-627.
② Sternberg, R.J. A three-facet model of creativity. In R.J. Sternberg (Ed.), The Nature of Creativity [M]. New York:Cambridge University Press,1988:125-147.
③ Sternberg, R.J. & Lubart, T.I. An investment theory of creativity and its development [J].Human Development, 1991 (34):1-32.
④ Feldhusen, J.F. Creativity: a knowledge base metacoginitive skills, and personality factors [J]. Journal of Creative Behavior,1995 (4):255-268.
① Williams, F.E. Classroom ideas for encouraging thinking and feeling[M].New York:D.O.K,1970.
② Bahlke, S.J., Feldhusen, J.F. & Freffinger, D.J. Developing creative thinking:The Purdue Creativity Program [J]. Journal of Creative Behavior,1970(4):85-90.
③ Taylor, C.W. Developing Multiple Talents in Classrooms Through the Implementation of Research [J]. Journal of Research and Development in Education,1971 (3):42-50.
④ Covington, M.V. The productive thinking program:a course in learning to think [M]. Columbus, Ohio:CM. Merrill Pub. Co.,1974.
⑤ Paul R., Sonoma State University, Center for Critical Thinking and Moral Critique. Critical thinking handbook-high school:a guide for redesigning instruction [M]. Sonoma State University,1989.
⑥ Micklus, C.S.& Oliver A. I. Odyssey of the mind: problems to develop creativity [M]. Glassboro, NJ:Creative Competitions,1984.
⑦ Paul R., Sonoma State University, Center for Critical Thinking and Moral Critique. Beyond the superficial, long-term strategies for infusing critical thinking across the curriculum [M]. Rohnert Park, CA: Center for Critical Thinking and Moral Critique, Sonoma State University,1989.
① Torrance, E.P. The incubation model of teaching:getting beyond the Aha [M]. Buffalo: Bearly,1990.
② Harvard College Curricular Review: Report of the Committee on General Education [R]. Harvard. Committee on General Education,2005:9-10、17.
③ http://web.mit.edu.urop
④徐理勤.论联邦德国高等工程教育的发展和改革[J].外国教育研究,2002(4):45.
⑤ Robert Crocker & AlexnUsher.Innovational and Differentiation in Canada's Post-Secondary Instituations [C], June,2006.
①和学新.基于创新人才培养的教育理念探讨[J].中国教育学刊,2008(8):7-9.
②龚怡祖.关于创新人才培养理念的探讨[J].中国大学教学,2003(10):21-23.
③李嘉曾.高等教育大众化与建立创新人才培养机制[J].科学学与科学技术管理,2001(7):62-64.
①唐善茂.创新人才培养应注重个性化发展与多样化教育[J].中央社会主义学院学报,2006(3):56-60.
②郑确辉.应对创新人才培养完善高校课程体系[J].中国高等教育,2008(20):35-36.
③崔海,任正义.基于创新人才培养工程训练体系的构建与实践[J].实验技术与管理,2008(5):28-30.
①庞海芍.通识教育与创新人才培养[J].现代大学教育,2007(1):97-101.
②何云峰.学生评价的转向:基于发展性评价的视角[J].教育理论与实践,2009(3):15-17.
③张武升.冲破创新人才培养壁垒—以创新评价体系引导创新人才的创生[J].人民教育,2008(10):4-7.
④戴家干.创新考试制度服务创新人才培养[J].中国高等教育,2009(1):28-31.
①(美)艾尔.巴比(著),邱泽奇(译).社会研究方法(第十版)[M].北京:华夏出版社,2005:360.
①北京大学外国哲学史教研室(编译).西方哲学原著选读(下卷)[M].北京:商务印书馆,1982:296.
② Mannheim, K.ldeology and Utopia:An introduction to the sociology of knowledge [M].New York:Harcourt, 1954:245.
③康有为.大同书[M].沈阳:辽宁人民出版社,1994:317-319.
①约瑟夫·阿洛伊斯·熊彼特.经济发展理论(中文版)[M].北京:商务印书馆,1990:151.
② Drucker, P.F.著,蔡文燕译.创新与企业家精神[M].北京:机械工业出版社,2007.
①刘道玉.创造教育新论[M].武汉:武汉大学出版社,2003:247.
②赵敏,胡钰.创新的方法:自主创新,方法先行[M].北京:当代中国出版社,2008:8.
①Zapf,W.(著),陈黎,陆宏成(译).现代化与社会转型[M].北京:社会科学文献出版社,2000:19-20.
①滑云龙,殷焕举.创新学[M].北京:中国农业大学出版社,2006:61.
②钱贵晴,刘文利.创新教育概论[M].北京:北京师范大学出版社,2009:9.
①钱贵晴,刘文利.创新教育概论[M].北京:北京师范大学出版社,2009:14.
②傅世侠.创新、创造与原发创造性[J].科学技术哲学,2002(1):3942.
①中共中央、国务院.中共中央、国务院关于进一步加强人才工作决定[Z].新华网(http://news.xinhuanet.com/newscenter/2003-12/31/content_1256311.htm)
②中共中央、国务院.国家中长期人才发展规划纲要(2010-2020年)[Z].中华人民共和国中央人民政府网站(http://www.gov.cn/jrzg/2010-06/06/content_1621777.htm)
①赵恒平,雷卫平.人才学概论[M].武汉:武汉理工大学出版社,2009:3.
②胡锦涛.在中国科学院第十三次院士大会和中国工程院第八次院士大会上的讲话[Z].新华网(http://news.xinhuanet.com/mrdx/2006-06/06/content_4651399.htm)
①林传鼎.心理学词典[K].南昌:江西科技出版社,1987:339.
②石亚军.人文素质论[M].北京:中国人民大学出版社,2008:5.
③陈剑.人口素质概论[M].沈阳:辽宁人民出版社,1988.
①陆红军.人员功能测评[M].上海:上海人民出版社,1986:20.
②庄驹.人的素质通论[M].济南:山东大学出版社,2000:29.
③肖鸣政,(英)Mark Cook.人员素质测评[M].北京:高等教育出版社,2003:5.
① Woodruffe, C. Competent by any other name[M]. Personnel Management,1991 (9):30-33.
② Nordhaug, O. Competence Specificities in Organizations [J]. Int. Studies of Mgt & Org,1998(28):8-291.
③ Boyatzis, A.R. The Competent Manager: A Model for Effective Performance [M]. New York:Wiley,1982.
④ Spencer L.M. & Spencer, S.M. Competence at Work [M].New York: John Wiley and Sons,1993:9-12.
① Zemke, R. & Kramlinger, T. Figuring Things Out:A Trainer's Guide To Needs And Task Analysis [M]. New York:McGraw-Hill Book Co.,1982:29.
②王平换,王晓宏,王瑛.基于胜任力的人力资源管理创新研究[J].湖北经济学院学报,2006(11):88-89.
①顾明远.教育大辞典(增订合编本)[K].上海:上海教育出版社,1998:780.
②秦惠民.学位与研究生教育大词典[K].北京:北京理工大学出版社,1994:81-82.
③ Sanchez, J.A., Lucia D. & Richard L.The Art and Science of Competency Models: Pinpointing Critical Success Factors [J].Personnel Psychology,2000,53 (2):509-512.
① McLagan, P.A. & Christo, N. A new leadership style for genuine total quality [J].Journal for Quality & Participation,1996,19 (3):14.
② Mansfield, B.Mitchell, L. Towards a Competent Workforce [M]. Hampshire Aldershot:Gower Pub Co,1996.
① McCelland, D.C. Identifying Competencies with Behavioral-Event Interviews [J]. Psychological Science,1998 (9):311-339.
① McCelland, D.C. Testing for competence rather than for intelligence [J], American Psychologist,1973(28):1-14.
②彭剑锋,荆晓娟.员工素质模型设计[M].北京:中国人民大学出版社,2003:51.
①(美)安托尼特.D.露西亚,理查兹.莱普辛格(著),郭玉广(译).胜任:员工胜任能力模型应用手册[M].北京:北京大学出版社,2004:119.
② Spencer, L.M. & Spencer, S.M. Competence at work: models for superior performance[M]. New York: John Wiley & Sons,1993.
①张庆林,Sternberg, R.J.创造性研究手册[M].成都:四川教育出版社,2002:7-8.
①李建军.创造发明学导引[M].北京:中国人民大学出版社,2002:22-23.
②张庆林,Sternberg.创造性研究手册[M].成都:四川教育出版社,2002:49-52.
③ Stemberg, R.J. Implicit theories of intelligence creativity and wisdom [J]. Journal of Personality and Social Psychology,1985,49 (4):607-627.
④ SteRnberg, R.J., Conway, B.E. & Ketron,J.L.etal. People's conceptions of intelligence [M]. Joumal of Personality and Social Psychology,1981,41 (1):37-55.
① Sternberg, R.J. Implicit theories of intelligence,creativity,and wisdom [J]. Journal of Personality and Social Psychology,1985,49 (3):607-627.
②张庆林,Sternberg创造性研究手册[M].成都:四川教育出版社,2002:52-53.
③ Amabile, T.M. The social psychology of creativity [M]. New York:Springer,1983.
① Gruber, H. E. & Davis, S. N. Inching our way up Mount Olympus: The evolving-systems approach to creative thinking. In R.J. Sternberg (Ed.), The Nature of Creativity [M]. New York: Cambridge University Press,1988:243-270.
① Sternberg, R.J. & Lubart, T. I. An investment theory of creativity and its development [J]. Human Development,1991,34:1-31.
② Sternberg, R.J. & Lubart, T. I.Investing in Creativity[J].American Psychologist,1996,51 (7):677-688.
③ Csikszentmihalyi, M. Implications of a system Perspective for the study of creativity. In R. J. Sternberg (Ed).Handbook of creativity [M]. U K: Cambridge University Press,1999:313-335.
①这一理论由Altshuller在1946年创立的,起初主要用于引导人们如何解决发明创造过程中所遇到的技术难题,后来演变为一个由解决技术,实现创新开发的各种方法、算法组成的综合理论体系。由于其俄语表述为Teoriya Resheniya Izobretatelskikh Zadatch,人们通常将其简称为TRIZ理论。1980年代中期前,该理论对其他国家保密,1980年代中期,随一批科学家移居美国等西方国家,该理论逐渐进入到世界产品开发领域,并在创新教育领域产生了广泛的影响。
①熊吕茂,薄明华.创新教育理论研究综述[J].当代教育论坛,2003(2):50-52.
②薛晓阳.创新教育:一种人学范畴的思考[J].教育理论与实践,2002(5):14.
③阎立钦.实施创新教育,培养创新人才[J].教育研究,1999(7):6.
④杨曼英.创新教育导论[M].长沙:湖南师范大学出版社,2009:17-24.
①顾明远.教育大辞典[K].上海:上海教育出版社,1989:195.
②唐智松.创新教育原则的建构方法与基本内容[J].西南师范大学学报(人文社会科学版),2002(1):44-47.
① Kvale, S. Validity in the qualitative researeh interview [J]. Methods,1987,1 (2):37-42.
② Motowidlo, S.J., Carter, G. W. & Dunnette, M.D.Studies of the structured behavioral interview [J]. Journal of Applied Psychology,1992 (17):571-787.
①彭剑锋,荆晓娟.员工素质模型设计[M].北京:中国人民大学出版社,2003:105.
①彭剑锋,荆晓娟.员工素质模型设计[M].北京:中国人民大学出版社,2003:112.
①一般认为一次有效的BEI访谈需要花费1.5—2个小时,访谈长度应该在10000字以上。
①由于编码是围绕某一类别进行的,并在概念层面连接各个类别,因此称为“主轴’'(Strsuss & Corbin,1998).
①归类一致性是指不同编码者之间对相同访谈文本资料进行编码归类相同的个数及占总个数的百分比具体计算公式为:CA=2S/(T,+T2)。其中s表示两名编码者编码归类相同的个数,T1和T2分别表示两名编码者的对每份文本材料的编码个数;0≤CA≤1,值越大,表明编码一致性越高。
②编码信度的计算公式为:R(信度)=N×平均相互同意度/[1+(N-1)×平均相互同意度],公式中相互同意度=2M/(N1+N2),M为编码者完全相同的编码数,N1为第一个编码者的编码总数,N2为第二个编码者的编码总数。参见:董奇:心理与教育研究方法[M].北京:北京师范大学出版社,2004:397—398.
①张庆林,Sternberg.创造性研究手册[M].成都:四川教育出版社,2002:57.
①本项调查中对问卷有效性的判定标准为:除开放性的问题之外每份调查问卷中的漏答题项不超过5题。
②(美)安托尼特.D.露西亚,理查兹.莱普辛格(著),郭玉广(译).胜任:员工胜任能力模型应用手册[M].北京:北京大学出版社,2004:86-87.
① Cronbach,L.J.Essenti als of psychological testing[M].New York:Harper & Row,1984.
②CITC是指在同一变量维度下,每一项目与其他所有项目之和的相关系数。通常如果CITC系数低于0.4,就应该考虑删除这一项目。而如果CITC系数大于0.7,则表明项目之间相关性较好(G1iner & Morgan,2000).
①折半信度是指测验在没有副本且只能实施一次的情况下,通常将将测验题目分成对等的两半,根据各个被试在这两半测验中所得的分数,计算其相关系数,作为信度指标。
①吴明隆SPSS统计应用实务:问卷分析与应用统计[M].北京:科学出版社,2003.
①具体转换方法为:在SCI、EI或ISTP检索系统中每发表1篇论文计1个分值;作为项目主持者或者作为主要成员参与的国家级科研项目计2个分值,省部级科研项目计1个分值;作为第一申请人所获得美、日、欧三方发明专利计2个分值,国内发明专利计1个分值;获得国家自然科学奖、国家科技发明奖、国家科技进步奖一等奖奖项计2个分值,二等奖以及省部级科技进步一等奖计1个分值;作为主持人或者核心成员所开发的国家级重点新产品每项计2个分值。
②Pearson相关系数r亦称为积差相关系数,适用于研究两个变量之间的线性相关的强弱程度。r的取值在-1与+1之间,若r>0,表明两个变量是正相关,即一个变量的值越大,另一个变量的值也会越大;若r<0,表明两个变量是负相关,即一个变量的值越大另一个变量的值反而会越小。具体的判断标准为:r的绝对值为0,表示两变量完全不相关;r的绝对值大于0而小于或等于0.3,表示两变量微弱相关:r的绝对值大于0.3而小于或等于0.5,表示两变量低度相关;r的绝对值大于0.5而小于或等于0.8,表示两变量显著相关;r的绝对值大于0.8而小于或等于1,表示两变量高度相关(其中等于1时为完全相关)。参见:王璐SPSS统计分析基础、应用与实践[M].北京:化学工业出版社,2010:173-174.
①廖志豪.创新型科技人才的素质培养[J].人才开发,2010(1):38.
①王惠兰.创新素质教育的内涵及途径刍议[J].山东大学学报(哲社版),2002(4):84.
①素质要素重要等级的划分方式为:问卷调查中得分均值大于3而小于3.5的素质项目标示为A1,大于或等于3.5而小于4的素质项目标示为A2,大于或等于4的素质项目标示为A3。
①普通组58名被试的基本情况为:从性别分布看:男性49人,女性9人:从学历分布看:大学专科8人,大学本科43人,硕士研究生7人;从职称分布来看,初级职称6人,中级职称26人,副高级职称21人,正高级职称5人;从服务部门看,高等学校22人,科研机构24人,各类企业13人。从工作领域看,电子工程技术领域17人,生命科学研究领域6人,航空航天工程技术领域13人,船舶工程技术领域11人,医药化工领域12人。
①路甬祥:“科学与中国”院士专家巡讲活动两周年纪念报告会:世界科学技术发展的新趋势及其影响[Z].中国科学院网站(http://www.cas.cn/zt/jzt/wxcbzt/zgkxyyk2005ndyq/ysyxb/200503/t20050331_2667675.shtml)
①张晓芒.创新思维方法概论[M].北京:中央编译出版社,2008:22-23.
② Lubart, T.I. Creativity. In R.J. Sterberg (Ed.), Thinking And Problem Solving[M].San Diego: Academic, 1994:290-332.
①赵彦春.认知词典学探索[K].上海:上海外语教育出版社,2004:95.
②唐卫海,刘希平.教育心理学[M].天津:南开大学出版社,2005:295-296.
① Sternberg,R. & Lubart,T.(著),洪兰(译).不同凡响的创造力[M].北京:中国城市出版社,2000:7.
②(苏)拉契科夫(著),韩秦成(译).科学学——问题.结构.基本原理[M].北京:科学出版社,1984:182.
③叶浩生.西方心理学理论与流派[M].广州:广东高等教育出版社,2004:364-365.
①吴光宗,戴桂康.现代科学技术革命与当代社会[M].北京:北京航空航天大学出版社,1995:58.
①傅世侠,罗玲玲.科学创造方法论[M].北京:中国经济出版社,2000:645.
②张维真.现代思维的方法与实践[M].天津:天津人民出版社,2002:2.
③ De Bono, E. Lateral thinking—Creativity step by step [M]. NK: Harper and Ro,1973.
①张晓芒.创新思维方法概论[M].北京:中央编译出版社,2008:44.
①周光明,陈应芬.创造性思维离不开逻辑思维[J].渝州大学学报(社科版),2001(2):103.
①张晓芒.创新思维方法概论[M].北京:中央编译出版社,2008:84.
②Mednjck,s.A. & Mednick,M.T.Examiner's manual: remoce associates test[M].Boston:Houghton Mifflin,1967.
③王亚同.类比推理[M].保定:河北大学出版社,1999:8-16.
①张晓芒.创新思维方法概论[M].北京:中央编译出版社,2008:125-126.
② Beveridge,W.I.(著),陈捷(译).科学研究的艺术[M].北京:科学出版社,1979:61.
①张晓芒.创新思维方法概论[M].北京:中央编译出版社,2008:114.
②张晓芒.创新思维方法概论[M].北京:中央编译出版社,2008:107.
①恩格斯.自然辩证法[M].北京:人民出版社,1971:207.
①邢一亭.科研团队合作效果研究——一个高校科研团队合作状况的调查分析[J].科学学与科学技术管理,2009(1):181-184.
②张晓芒.创新思维方法概论[M].北京:中央编译出版社,2008:183.
③ Hobbes,T十六——十八世纪西欧各国哲学[M].北京:商务印书馆,1975:93.
①陆珊年,徐兰.爱因斯坦名言录[M].北京:中国少年儿童出版社,2003.
①(美)Beveridge, W.I.(著),陈捷(译).科学研究的艺术[M].北京:科学出版社,1979:144.
①段伟文.科技创新与文明转型[M].北京:中国科学技术出版社,2009:120.
② Albert Einstei(著),许良英(编译).爱因斯坦文集(第3卷)[M].北京:商务印书馆,1979:72-73.
①毛泽东.关于正确处理人民内部矛盾的问题[Z].中国共产党新闻网(http://cpc.people.com.cn/GB/69112/ 70190/70197/70361/4769631.html)
②董宝良.中国近现代高等教育史[M].武汉:华中科技大学出版社,2007:297.
①田正平.中国高等教育百年史论[M].北京:人民教育出版社,2006:14.
②郄海霞.改革开放三十年我国高校人才培养目标的变迁[J].中国高教研究,2009(3):33.
③中共中央.中共中央关于教育体制改革的决定[N].中国教育报,1985-06-01(1).
①郄海霞.改革开放三十年我国高校人才培养目标的变迁[J].中国高教研究,2009(3):34.
②国务院.关于《中国教育改革和发展纲要》的实施意见[Z].人民网(http://www.people.com.cn/item/flfgk/ gwy/jkww/j940703.html)
③中共中央,国务院.中共中央国务院关于深化教育改革全面推进素质教育的决定[Z].人民网(http://www.people.com.cn/item/jyjj/wjgd/news/061701.html)
①教育部.关于进一步加强高等学校本科教学工作的若干意见[N].中国教育报,2005-04-05(1)
②中共中央,国务院.国家中长期人才发展规划纲要(2010-2020年)[Z].新华网(http://news.xinhuanet.com/ politics/2010-06/06/c_12188202.htm)
①韩延明.理念、教育理念及大学理念探析[J].教育研究,2003(9):50-55.
②中共中央、国务院.中共中央、国务院关于深化教育改革全面推进素质教育的决定[Z].人民网(http://www.people.com.cn/item/jyjj/wjgd/news/061701.html)
①刘献君.创新教育理念推动人才培养模式改革[J].中国高等教育研究,2009(1):18.
② Authur Levine.Handbook on Undergraduate Curriculum [M]. San Fransis:Jossey-Bass Publishers,1978.
③李曼丽.通识教育:一种大学教育观[M].北京::清华大学出版社,1999.
④(美)约翰·S·布鲁贝克(著),王承绪,等译.高等教育哲学[M].杭州:浙江教育出版社,1987: 87.
①庞海芍.通识教育与创新人才培养[J].现代大学教育,2007(1):99.
②索尔蒂斯.教育与知识的概念[A].瞿葆奎.教育学文集·智育[C].北京:人民教育出版社,1993:63.
①贺萍.当代教育哲学的重要理念:创新教育[J].当代教育论坛,2004(1):61-62.
②刘献君.创新教育理念推动人才培养模式改革[J].中国高等教育研究,2009(1):18-20.
③许慎.说文解字[K].北京:中华书局,1963:120.
①商务印书馆编辑部.词源(第2册)[K].北京:商务印书馆,1981:1622.
②魏所康.培养模式论[M].南京:东南大学出版社,2004:19.
③中国社会科学院语言研究所.现代汉语词典[K].北京:商务印书馆,1996:894.
④朱小蔓.模式构建与理论反思[M].南京:南京师范大学出版社,1999:24-25.
⑤(美)Joyce,B & Well,M(著),荆建华译.教学模式[M].北京:中国轻工业出版社,2002.
①第八届全国人民代表大会.国民经济和社会发展“九五”计划和2010年远景目标纲要[Z].中国人大网(http://www.npc.gov.cn/wxzl/gongbao/2001-01/02/content_5003506.htm)
②陈厚丰,谢再根.论大学创造性人才培养模式的构建与实施[J].江苏高教,1999(4):44.
③周远清.完善体制,深化改革,强化教育思想改革[J].中国大学教学,2002(11):4-6.
①陈洪玲,于丽芬.高校扩招后人才培养模式的理论与实践[M].北京:北京师范大学出版社,2011:4.
②龚怡祖.论大学人才培养模式[M].南京:江苏教育出版社,1999:14.
③程静.高校人才培养模式多样化:诠释与应对[M].北京:北京工业大学出版社,2003:20.
④陈洪玲,于丽芬.高校扩招后人才培养模式的理论与实践[M].北京:北京师范大学出版社,2011:6-7.
①魏所康.培养模式论[M].南京:东南大学出版社,2004:26-29.
①赵凤华.19所高校2000名大学生进入拔尖人才培养计划[N].科技日报,2011-12-13(7).
②“一个学生”即个性化培养; “两个导师”即本校导师和另外一个合作导师,“三种经历”即海外学习经历、第二校园经历和社会实践经历。
①中德顶尖大学校长聚焦“协同创新”[Z].人民网教育频道(http://edu.people.com.cn/GB/16160311.html)
②马廷奇.我国研究型大学人才培养模式改革新进展[J].高等教育研究,2009(4).
①徐高明,张红霞.我国一流大学创新人才培养模式的新突破与老问题[J].复旦教育论坛,2010(6):62.
①教育部高等教育司、全国高等学校教学研究中心.国家大学生创新性实验计划[Z].高等学校本科教学质量与教学改革工程网(http://www.zlgc.org/index.aspx)
①复旦大学生物科学实验教学中心.2007年年终总结[z].高等学校本科教学质量与教学改革工程网(http://syzx.cers.edu.cn/ShowPolicy.do?wenid=386&id2=0&sign=5)
②西北大学化学实验教学中心.2007年年终总结[Z].高等学校本科教学质量与教学改革工程网(http://syzx.cers.edu.cn/ShowPolicy.do?wenid=387&id2=0&sign=5)
①大连理工大学工程训练中心.2007年年终总结[Z].高等学校本科教学质量与教学改革工程网(http://syzx.cers.edu.cn/ShowPolicy.do?wenid=388 & id2=0 & sign=5)
①贾成祥.中国传统文化概论[M].北京:人民军医出版社,2005:18-20.
②马维娜.创造性教育的文化学思考[J].上海教育科研,1997(12):8.
①杨莉君.创造教育障碍研究[D].湖南师范大学硕士学位论文,2004:37.
②肖川.教育与文化[M].长沙:湖南教育出版社,1990:138.
①刘仲林.揭开中国传统思维之谜[J].学术探索,2003(2):8-10.
②傅世侠,罗玲玲著.科学创造方法论[M].北京:中国经济出版社,2000:648.
③傅世侠,罗玲玲著.科学创造方法论[M].北京:中国经济出版社,2000:652.
④冯天瑜,周积明.中国古文化的奥秘[M].武汉:湖北人民出版社,1986:96.
⑤张楚廷.教育中什么在妨碍创造[J].高等教育研究,2002(6):2-4.
①温家宝.钱学森之问对我是很大刺痛[Z].新华网时政频道(http://news.xinhuanet.com/politics/2010-05/05/)
②张敏.培养创新意识和创新能力[N].光明日报,1998-09-23(8).
③张庆林,Sternberg创造性研究手册[M].成都:四川教育出版社,2002:p3.
④邢改萍.中国教育学术论坛(第5卷)[M].北京:学苑出版社,2009:214.
①林崇德.教育与发展:创新人才的心理学整合研究[M].北京:北京师范大学出版社,2004.
①黄碧梅.专业设置与学生就业率挂钩,高校会越来越功利化吗[N].人民日报,2011-12-06(13).
②王文祥.新时期高校创新人才培养问题及对策研究[J].长春工业大学学报(高教研究版),2009(1):46.
①庞海芍.通识课程我们面临的三大困境[N].科学时报,2009-07-07(B3).
①甘阳.大学通识教育的两个中心环节[J].读书,2006(4):4-5.
② Harvard Committee. General Education in a Free Society: Report of the Harvard Committee [M]. Cambridge, Massachusetts:Harvard University Press,1946:195.
③赵敏,胡钰.创新的方法[M].北京:当代中国出版社,2008.
①周英.地方本科院校创新型人才培养研究[M].北京:煤炭工业出版社,2009:88.
②吕重九.创新高等教育人才培养理念[N].光明日报,2002-11-07(综合版).
③吕浩雪.高校创新人才培养与教学方法改革[J].高等理科教育,2008(1):81.
①郝德永.走向文化批判与生成的建构性课程文化观[J].教育研究,2001(6):34.
②杜惠洁.大学教学方法改革向度的反思与展望[J].浙江工业大学学报(社会科学版),2011(3):303.
①李培根.大学应让学生主动实践[z].中国新闻网(http://www.chinanews. com. cn/edu/j syd/news/2008/ 01-18/1138298.shtml.)
①周培松,孟三爱.大学生科技创新活动的调查与思考[J].科技创业月刊,2006(12):63-64.
①程明轩.论狭隘的教育功利化的表现及其危害[J].新疆教育学院学报,2005(3):40.
①潘玉驹.高校学生评价制度存在的问题与对策[J].教育发展研究,2010(17):80.
①控制论思想由美国数学家N.Wiener于1948年提出的。Wiener认为,世界是一个有机系统,是由相互联系与相互作用的若干要素支撑的,并且具有确切功能的一个整体。为了增加系统的有序性,系统和环境之间必须有信息交流来减少无序性以达到自身稳定或者其他特定的目的。控制论的核心思想是通过系统的反馈机制来实现系统的最优控制和系统运行的最佳状态。
①龚怡祖:试论高校创新人才培养理念的建构[J].南京农业大学学报(社会科学版),2003(1):71-73.
② Noddings, N. The Challenge to Care in School:An Alternative Approach to Education [M]. New York & London:Teacher College Press,1992.
③所谓“仓库理论”是指仅将人脑作为储存事实的仓库,教育就是让学生记忆知识。在教学活动中表现为以教师为圆心,把学校当成单纯传授知识的场所,把学生当成被动接受知识的工具,把分数看成评估学校教育、教师教学和学生成绩的主要标准。参见:李满苗.创新教育论[M].南昌:江西教育出版社,2001:38.
①胡弼成.高等教育质量观的演进[J].教育研究,2006(11):25.
②郑家茂,张胤.适应与发展:建构多维视角下的当代本科人才培养质量观[J].中国大学教学,2008(6):4-7.
①F.拉普著,刘武等译.技术哲学导论[M].沈阳:辽宁科学技术出版社,1986:177.
①陈洪玲,于丽芬.高校扩招后人才培养模式的理论与实践[M].北京:北京师范大学出版社,2011:140.
②丁晓昌.积极探索学科专业结构调整的新思路[J].中国高等教育,2007:13-14.
①赵庆典.高等学校办学模式研究[M].北京:人民教育出版社,2005:135-137.
②邹晓东.科学与工程教育创新——战略、模式与对策[M].北京:科学出版社,2010:104.
①邹晓东.科学与工程教育创新——战略、模式与对策[M].北京:科学出版社,2010:104.
①陈洪玲.高校扩招后人才培养模式的理论与实践[M].北京:北京师范大学出版社,2011:127-128.
① Kant, I. Kant on Education (Ueber Paedagogik) [M]. Boston: D.C. Heath and Co.,1900.
②(英)斯宾塞(著),胡毅,王承绪(译).斯宾塞教育论著选[M].北京:人民教育出版社,2005.
③陈桂生.教育原理[M].上海:华东师范大学出版社,2000:211.
①张维迎.大学的逻辑[M].北京:北京大学出版社,2004:19.
②尹晓敏.大学社会责任研究——以利益相关者理论为视角[J].辽宁教育研究,2008(2):6-10.
③王连森.大学声誉形成机理与管理策略—基于利益相关者的分析[J].现代大学教育,2007(5):66-67.
①杨国祥.创新人才培养理念与模式[M].镇江:江苏大学出版社,2007.
①(美)弗兰克·罗德斯.创造未来:美国大学的作用[M].北京:清华大学出版社,2007:115.
①陈明学.规范高校人才培养方案评审过程的思考[J].江苏高教,2011(1):96.
① Romberg, E. Outcomes Assessment:A Resource Book[M]. Washington, DC: American Association of Dental School,1990:12.
①(美)菲利普.G阿特巴赫(著),人民教育出版社教育室(译).比较高等教育:知识、大学与发展[M].北京:人民教育出版社,2001:226.
②崔军.基于创新人才培养的大学课程改革:理念更新与思路选择[J].中国大学教学,2009(4):38.
①钟启泉.课程与教学论[M].上海:华东师范大学出版社,2004:59.
①(美)约翰·S·布鲁柏克(著),吴元训(译).教育问题史[M].合肥:安徽教育出版社,1991:291.
①(美)Edward. F. Crawley等(著),顾佩华,沈民奋,陆小华(译).重新认识工程教育——国际CDIO培养模式与方法[M],北京:高等教育出版社,2009.
①陈小红.试论通识教育与大学改革[J].复旦教育论坛,2006(1):23.
②肖洪.研究型大学本科生创新能力培养体系的构建[J].青年科学,2009(5):69.
①叶子,庞丽娟.师生互动的本质与特征[J].教育研究,2001(4):31.
①宋佳声.基于学生主体认知过程分析的教学方法研究[J].集美大学学报,2010(2):74.
②宗秋荣.全国首届主体教育理论研讨会综述[J].教育研究,2004(3):93-95.
③田道敏.教育改革视阀中的学生主体性问题论析[J].中州学刊,2010(3):138.
①邹晓东.科学与工程教育创新——战略、模式与对策[M].北京:科学出版社,2010:157.
①任丽敏,高天迎.中外工科类人才培养模式比较及对策研究[J].现代教育科学,2008(3):51.
①邹晓东.科学与工程教育创新——战略、模式与对策[M].北京:科学出版社,2010:159.
② Streveler, R.A., Smith, K.A.Conducting rigorous research in engineering education. Journal of Engineering Education,2006 (4):103-105.
③钟秉林.中国大学改革与创新人才教育[M].北京师范大学出版社,2008:57.
①刘尧.大学教学应实施发展性评价[N].中国教育报,2007-01-25(4).
①江泽民.论科学技术[M].北京:中央文献出版社,2001:71.
①刘江.怎样成为创新型教师[M].南京:江苏美术出版社,2011:1.
①梅贻琦.大学一解[J].中国大学教学,2002,10:44-47.
①建设创新型国家学习读本编写组.建设创新型国家学习读本[M].北京:新华出版社,2006.
①傅进军等.创新人才培养的教育环境建设研究[M].北京:科学出版社,2011:19.
(美)安托尼特.D.露西亚,理查兹.莱普辛格(著),郭玉广(译).胜任——员工胜任能力模型应用手册[M].北京:北京大学出版社,2004.
(美)艾尔.巴比(著),邱泽奇(译).社会研究方法[M].北京:华夏出版社,2005.
(英)Beveridge, W.I(著),陈捷(译).科学研究的艺术[M].北京:科学出版社,1979.
(美)Crawley, E. F等(著), 顾佩华,沈民奋,陆小华(译).重新认识工程教育——国
际CDIO培养模式与方法[M].北京:高等教育出版社,2009.
陈洪玲,于丽芬.高校扩招后人才培养模式的理论与实践[M].北京:北京师范大学出版社,2011.
陈剑.人口素质概论[M].沈阳:辽宁人民出版社,1988.
程静.高校人才培养模式多样化:诠释与应对[M].北京:北京工业大学出版社,2003.
(英)大卫·史密斯(著),秦一琼(译).创新[M].上海:上海财经大学出版社,2008.
董宝良.中国近现代高等教育史[M].武汉:华中科技大学出版社,2007.
董奇.心理与教育研究方法[M].北京:北京师范大学出版社,2004.
段伟文.科技创新与文明转型[M].北京:中国科学技术出版社,2009.
(美)杜柏伊斯(著),李芳龄(译).绩效跃进:才能评鉴法的极致运用[M].汕头:汕头大学出版社,2003.
(美)Drucker, RE(著),蔡文燕(译).创新与企业家精神[M].北京:机械工业出版社,2007.
冯有明.创新人才研究[M].成都:西南交通大学出版社,2006.
傅世侠,罗玲玲.科学创造方法论[M].北京:中国经济出版社,2000.
高福安,林淑华.创新人才培养方法论[M].北京:中国广播电视出版社,2005.
龚怡祖.论大学人才培养模式[M].南京:江苏教育出版社,1999.
胡八一.能力素质模型的构建与应用[M].广州:广东经济出版社,2007.
胡中锋.教育评价学[M].北京:中国人民大学出版社,2008.
滑云龙,殷焕举.创新学[M].北京:中国农业大学出版社,2006.
贾成祥.中国传统文化概论[M].北京:人民军医出版社,2005.
(美)Joyce, B. & Well, M(著),荆建华(译).教学模式[M].北京:中国轻工业出版社,2002.
(苏)拉契科夫(著),韩秦成(译).科学学—问题.结构.基本原理[M]北京:科学出版社,1984.
(英)理查德·威廉姆斯(著),蓝天星翻译公司(译).组织绩效管理[M].北京:清华大学出版社,2002.
李建军.创造发明学导引[M].北京:中国人民大学出版社,2002.
李曼丽.通识教育:一种大学教育观[M].北京::清华大学出版社,1999.
李明斐.公务员胜任力模型的构建与检验研究[D].大连理工大学博士学位论文,2006.
林崇德.创新人才与教育创新研究[M].北京:经济科学出版社,2009.
林崇德.教育与发展:创新人才的心理学整合研究[M].北京:北京师范大学出版社,2004.
刘宝存.创新型国家建设与中国高等教育改革[M].北京:高等教育出版社,2009.
刘道玉.创造教育新论[M].武汉:武汉大学出版社,2003.
陆红军.人员功能测评[M].上海:上海人民出版社,1986.
彭健伯.创新哲学论[M].北京:人民出版社,2006.
彭剑锋.人力资源管理概论计[M].上海:复旦大学出版社,2003.
彭剑锋,荆小娟.员工素质模型设计[M].北京:中国人民大学出版社,2003.
秦杨勇.能力素质模型设计五步法[M].厦门:鹭江出版社,2009.
石亚军.人文素质论[M].北京:中国人民大学出版社,2008.
(美)Sternberg, R. & Lubart, T.(著),洪兰(译).不同凡响的创造力[M].北京:中国城市出版社,2000.
陶国富.创造心理学[M].上海:立信会计出版社,2002.
田正平.中国高等教育百年史论[M].北京:人民教育出版社,2006.
王复亮.创新教育学概论[M].北京:中国经济出版社,2006.
王极盛.科学创造心理学[M].北京:科学出版社,1986.
王极盛.开发头脑金矿——创新素质发掘与培养[M].北京:北京出版社,2001.
王亚同.类比推理[M].保定:河北大学出版社,1999.
魏所康.培养模式论[M].南京:东南大学出版社,2004.
吴光宗,戴桂康.现代科学技术革命与当代社会[M].北京:北京航空航天大学出版社,1995.
吴明隆SPSS统计应用实务:问卷分析与应用统计[M].北京:科学出版社,2003.
肖川.教育与文化[M].长沙:湖南教育出版社,1990.
肖鸣政,(英)Mark Cook人员素质测评[M].北京:高等教育出版社,2003.
徐建平.教师胜任力模型与测评研究[D].北京师范大学博士学位论文,2004.
杨莉君.创造教育障碍研究[D].湖南师范大学硕士学位论文,2004.
杨曼英.创新教育导论[M].长沙:湖南师范大学出版社,2009.
尹成湖.创新的理性认识与实践[M].北京:化学工业出版社,2005.
(美)约翰·S·布鲁贝克(著),王承绪(译).高等教育哲学[M],杭州:浙江教育出版社,1987.
(美)约瑟夫·阿洛伊斯·熊彼特.经济发展理论[M].北京:商务印书馆,1990.
(德)Zapf, W.(著),陈黎(译).现代化与社会转型[M].北京:社会科学文献出版社,2000.
张庆林,Stemberg,创造性研究手册[M].成都:四川教育出版社,2002.
张维真.现代思维的方法与实践[M].天津:天津人民出版社,2002.
张武城.创造创新方略[M].北京:机械工业出版社,2005.
张晓芒.创新思维方法概论[M].北京:中央编译出版社,2008.
庄驹.人的素质通论[M].济南:山东大学出版社,2000.
赵恒平,雷卫平.人才学概论[M].武汉:武汉理工大学出版社,2009.
赵敏,胡钰.创新的方法:自主创新,方法先行[M].北京:当代中国出版社,2008.
赵庆典.高等学校办学模式研究[M].北京:人民教育出版社,2005.
周绍森.科技创新论[M].北京:高等教育出版社,2002.
周英.地方本科院校创新型人才培养研究[M].北京:煤炭工业出版社,2009.
朱国锋.船长胜任力结构模型研究[D].大连海事大学博士学位论文,2007.
邹晓东.科学与工程教育创新——战略、模式与对策[M].北京:科学出版社,2010.
陈厚丰,谢再根.论大学创造性人才培养模式的构建与实施[J].江苏高教,1999(4)
崔海.基于创新人才培养工程训练体系的构建与实践[J].实验技术与管理,2008(5)
崔军.基于创新人才培养的大学课程改革:理念更新与思路选择[J].中国大学教学,2009(4).
戴家干.创新考试制度服务创新人才培养[J].中国高等教育,2009(1)
房国忠,王晓钧.基于人格特质的创新型人才素质模型分析[J].东北师大学报(哲学社会科学版),2007(3).
方志梅,冯志敏.正确处理创新人才培养中的几个关系[J].中国高等教育,2008(23)
傅世侠.创新、创造与原发创造性[J].科学技术哲学,2002(1)
龚怡祖.关于创新人才培养理念的探讨[J].中国大学教学,2003(10)
韩延明.理念、教育理念及大学理念探析[J].教育研究,2003(9)
和学新.基于创新人才培养的教育理念探讨[J].中国教育学刊,2008(8)
何云峰.学生评价的转向:基于发展性评价的视角[J].教育理论与实践,2009(3)
贺萍.当代教育哲学的重要理念:创新教育[J].当代教育论坛,2004(01)
黄四林,林崇德.创造力内隐理论研究:源起与现状[J].心理科学进展,2005(6)
李嘉曾.高等教育大众化与建立创新人才培养机制[J].科学学与科学技术管理,2001(7)
李情.大学人文教育与创新人才的培养[J].教育探索,2007(6).
李湘健,徐少亚.高校创新人才培养质量的影响因素及其思考[J].大学教育科学,2003(3).
廖志豪.创新型科技人才的素质培养[J].人才开发,2010(1)
林崇德,辛自强.关于创新人才培养的心理学思考[J].国家教育行政学院学报,2004(4)
林秀华.创新能力培养—对清华大学两院院士的调查[J].清华大学教育研究,2002(5)
刘宝存.创新人才理念的国际比较[J].比较教育研究,2003(5)
刘献君.创新教育理念推动人才培养模式改革[J].中国高等教育研究,2009(1)
刘晓农.企业科技创新人才内涵及素质特征分析[J].生产力研究,2008(1)
刘学方,王重鸣.家族企业接班人胜任力建模—一个实证研究[J].管理世界,2006(5)
刘义亭,张秀英.创新型初探[J].北京林业管理干部学院学报,2004(1)
吕浩雪.高校创新人才培养与教学方法改革[J].高等理科教育,2008(1)
马廷奇.我国研究型大学人才培养模式改革新进展[J].高等教育研究,2009(4)
毛翠云,梅强.创业者素质模型与综合测评方法[J].统计与决策,2009(24)
潘玉驹.高校学生评价制度存在的问题与对策[J].教育发展研究,2010(17)
庞海芍.通识教育与创新人才培养[J].现代大学教育,2007(1)
彭介寿.创新教育与学生非智力因素培养[J].中国高教研究,2003(5)
朴泰洙,朴成日.高等教育中的创新教育及其课题[J].延边大学学报(社会科学版),2001(1).
郄海霞.改革开放三十年我国高校人才培养目标的变迁[J].中国高教研究,2009(3)
饶世权.论思维科学视域的科技创新人才培养[J].科技管理研究,2007(10)
时勘,王继承.企业高层管理者胜任特征评价的研究[J].心理学报,2002(3)
宋佳声.基于学生主体认知过程分析的教学方法研究[J].集美大学学报,2010.
孙海涛.大学人文教育与高素质科技创新人才培养[J].黑龙江高教研究,2005(7)
孙振国.构建新的人才培养方案努力提高人才培养质量[J].中国大学教学,2004(11)
唐智松.创新教育原则的建构方法与基本内容[J].西南师范大学学报(人文社科版),2002(1).
王广民,林泽炎.创新型科技人才的典型特质及培育政策建议[J].科技进步与对策,2008(7).
王平换,王晓宏,王瑛.基于胜任力的人力资源管理创新研究[J].湖北经济学院学报(人文社会科学版),2006(11).
王晓勇,俞松坤.以学科竞赛引领创新人才培养[J].中国大学教学,2007(12)
魏钧,张德.商业银行个人业务客户经理胜任力模型研究[J].金融论坛,2007(6)
肖洪.研究型大学本科生创新能力培养体系的构建[J].青年科学,2009(5)
熊吕茂,薄明华.创新教育理论研究综述[J].当代教育论坛,2003(2)
薛晓阳.创新教育:一种人学范畴的思考[J].教育理论与实践,2002(5).
阎立钦.实施创新教育培养创新人才[J].教育研究,1999(7)
姚翔,王垒,陈建红.项目管理者胜任力模型[J].心理科学,2004(6)
衣新发.创造力理论述评及CPMC的提出和初步验证[J].心理研究,2009(6)
张惠琴,赵波.基于企业工程的企业家素质模型的研究[J].软科学,2008(1)
张武升.冲破创新人才培养的壁垒—以创新的评价体系引导创新人才的创生[J].人民教育,2008(10).
郑宏,吴沛.创新人才培养与大学教学模式改革[J].大学教育科学,2004(3)
郑家茂.适应与发展:建构多维视角下的当代本科人才培养质量观[J].中国大学教学,2008(6).
郑婧.从诺贝尔奖获得者看高层次科技创新人才素质的构成[J].技术与创新管理,2005(4).
左铁镛.以素质教育为平台构建创新人才培养新模式[J].中国高等教育,2003(5).
胡锦涛坚持走中国特色自主创新道路为建设创新型国家而努力奋斗[R].北京:人民出版社,2006.
中国科协发展研究中心.国家创新能力评价报告[R].北京:科学出版社,2009.
中共中央.中共中央关于教育体制改革的决定[N].中国教育报,1985-06-01(1)
江泽民.在第三次全国教育工作会议上的讲话[N].人民日报,1999-06-16(1)
教育部.关于进一步加强高等学校本科教学工作的若干意见[N].中国教育报,2005-04-05(1).
夏鲁惠.创新人才培养要把握几个关系[N].光明日报,2009-02-18(11)
张陈.现代大学的基本功能:人才培养科学研究服务社会[N].人民日报,2010-12-31(7)
顾明远.教育大辞典[K].上海:上海教育出版社,1989.
林传鼎.心理学词典[K].南昌:江西科技出版社,1987.
赵彦春.认知词典学探索[K].上海:上海外语教育出版社,2004.
胡锦涛.在中国科学院第十三次院士大会和中国工程院第八次院士大会上的讲话[Z].人民网(http://scitech.people.com.cn/GB/1057/4438191.html)
周光召.自主创新,重点超越[Z].中国网(http://www.china.com.cn/chinese/zhuanti/2006kxfzb g /1152241.htm)
国务院.关于《中国教育改革和发展纲要》的实施意见[Z].人民网(http://www.people.com.cn/ item/flfgk/gwy/jkww/j940703.html)
中共中央国务院.中共中央国务院关于深化教育改革全面推进素质教育的决定[Z].人民网(http://www.people.com.cn/item/jyjj/wjgd/news/061701.html)
中共中央、国务院.中共中央、国务院关于进一步加强人才工作决定[Z].新华网(http://news.xinhuanet.com/newscenter/2003-12/31/content_1256311.htm)
中共中央、国务院.国家中长期科学和技术发展规划纲要(2006-2020年)[Z].中华人民共和国中央人民政府网站(http://www.gov.cn/jrzg/2006-02/09/content_183787.htm)
国务院.实施《国家中长期科学和技术发展规划纲要(2006—2020年)》若干配套政策[Z].中国人大网(http://www.npc.gov.cn/npc/xinwen/szyw/zywj/2006-02/27/content_345334.htm)
教育部.1999-2010年教育统计数据[Z].中华人民共和国教育部网站(http://www.moe.edu.cn/ edoas/websitel 8/level2.jsp?tablename=1020)
教育部高等教育司、全国高等学校教学研究中心.国家大学生创新性实验计划[Z].高等学校本科教学质量与教学改革工程网站(http://www.zlgc. org/index.aspx)
中共中央、国务院.国家中长期人才发展规划纲要(2010-2020年)[Z].新华网(http://news.xinhuanet.com/politics/2010-06/06/c_12188202.htm)
Amabile, T.M. The social psychology of creativity [M]. New York:Springer,1983.
Barnett H.G. Innovation: the basis of cultural change[M]. New York:McGraw-Hill,1953.
Barron, EX. Creative person and creative process [M]. New York:Holt, Rinehart & Winston,1969.
Boden,M. The creative mind [M]. New York:Basic,1990.
Boyatzis, R.E. The competent manager:a model for effective performance[M]. New York:John Wiley & Sons,1982.
Boyatzis, R.E.Transforming qualitative information:thematic analysis and code development[M]. Californian, Sage:Thousand oaks,1998.
Brown, R.T. Creat ivity:What are we to measure. In J.A. Glover, R.R. Ronningand, C.R. Reynolds (Eds.), Hand book of Creativity [M]. New York:Plenum Press,1989.
Covington, M.V. The productive thinking program-, a course in learning to think[M]. Columbus, Ohio:C.M. Merrill Pub. Co.,1974.
Cronbach, L.J. Essentials of psychological testing [M]. New York:Harper & Row,1984.
Csikszentmihalyi, M. Creativity:Flow and the psychology of discovery and invention[M]. New York:Harper Perennial,1997.
Csikszentmihalyi, M. Implications of a system Perspective for the study of creativity. IN R. J. Sternberg (Ed).Handbook of creativity[M]. U K: Cambridge University Press,1999.
Davidson, J.E. & Sternberg, R.J. The nature of insight [M]. Cambridge, Mass:MIT Press,1996.
De Bono, E. Lateral thinking—Atextbook of creativity [M]. London: Ward Lock Educational Limited,1970.
De Bono, E. Lateral thinking—Creativity step by step [M]. NK:Harper and Ro,1973.
Dubois, D. Competency-based performance improvement:a strategy for organizational change[M]. Washington, DC, Amherst, Mass:HRD Press,1993.
Dubois, D. The competency casebook:twelve studies in competency-based performance improvement[M]. Washington, DC, Amherst Mass:HRD Press,1998.
Fletcher, S. N. Standards and competence:a practice guide for employers management and trainers [M].London: Kogan,1992.
Finke, R. A., Ward, T. B. & Smith, S. M. Creative cognition:Theory, Research and Applications[M]. Cambridge Mass:MIT Press,1996.
Galloway, P.D. The 21st-Century engineer:a proposal for engineering education reform[M]. Reston, V.A.:ASCE Press,2008.
Galton, F. Hereditary genius:An inquiry into the consequences [M]. New York:Appleton,1869.
Gardiner, P., Rothwell, R. & Design Council. Innovation:a study of the problems and benefits of product innovation [M]. London:Design Council,1985.
Getzels, J.W. From art student to fine artist:potential problem finding and performance. In A.H. Passow (Ed.). The gift and the talented:Their education and development[M]. Chicago: University of Chicago Press,1979.
Gliner, J.A. & Morgan, G.A. Research methods in applied settings[M]. Mahawah, NJ:Lawrence Erlbaum,2000.
Green, P.C. Building robust competencies:Linking human resource systems to organizational strategies [M].San Francesco:Jossey-Bass,1999.
Gruber, H. E. & Davis, S. N. Inching our way up Mount Olympus:The evolving-systems approach to creative thinking. In R. J. Sternberg (Ed.), The Nature of Creativity [M]. New York: Cambridge University Press,1988.
Gruber, H.E. & Wallace, D. B. The case study method and evolving systems approach for understanding unique creative people at work. In R. J. Sternberg (Ed.),Handbook of creativity [M]. New York:Cambridge University Press,1999.
Goldstein, I.L. & Ford, J. K. Training in organizations:needs assessment, development, and evaluation[M].Belmont, CA:Wadsworth,2002.
Gomez, E., Caja, J., Barajas, C., Maresca, P. & Berzal, M. Development and application of a new interactive model for the teaching of manufacturing engineering technology [M]. International Journal of Engineering Education,2008.
Hennessy, B.A. & Amabile, T.A. The conditions of creativity. In R.J. Sternberg (Ed.), The Nature of Creativity [M]. New York:Cambridge University Press,1988.
Isaksen, S.G., Dorval, K.B. & Treffinger, D.J. Creative approaches to problem solving[M].New York:Williamsville, Creative Problem Solving Group—Buffalo,1993.
Lewis, M.O. Identifying a competency model for hotel managers[D]. Boston University,2002.
Lubart, T.I. Creativity. In R.J. Sterberg (Ed.), Thinking And Problem Solving [M].San Diego: Academic,1994.
Lubart, T.I. Creativity across cultures. In R.J. Sterberg (Ed.), Creativity Research Handbook[M]. Cambridge, England:Cambridge University Press,1999.
Mansfield, B. & Mitchell, L. Towards a Competent Workforce[M]. Hampshire Aldershot:Gower Pub Co,1996.
McLagan, P. A. Models for excellence: the conclusions and recommendations of the ASTD Training and Development Competency Study[M]. Washington, D.C.:American Society for Training and Development,1983.
McLagan, P. A. Models for HRD practice:the manager's guide[M]. Alexandria, VA:American Society for Training and Development,1989.
McLagan, P. A. Flexible job models:A productivity strategy for the information Age. In J.P. Campbell and R.J. Campbell & Associates, Productivity in Organizations [M].San Francisco, CA:Jossey-Bass,1990.
Mednick, S. A. & Mednick, M. T.Examiner's manual:remote associates test[M]. Boston: HoughtonMifflin,1967.
Micklus, C.S. & Oliver A.I. Odyssey of the mind:problems to develop creativity [M]. Glassboro, NJ:Creative Competitions,1984.
Noddings, N. The Challenge to Care in School:An Alternative Approach to Education [M]. New York & London: Teacher College Press,1992.
Nunnally, J.C.Psychometric Theory[M]. New York: McGraw-Hill,1978.
Paul R., Sonoma State University, Center for Critical Thinking and Moral Critique. Critical thinking handbook-high school:a guide for redesigning instruction[M]. Rohnert Park, CA: Center for Critical Thinking and Moral Critique, Sonoma State University,1989.
Paul R., Sonoma State University, Center for Critical Thinking and Moral Critique. Beyond the superficial, long-term strategies for infusing critical thinking across the curriculum[M]. Rohnert Park, CA:Center for Critical Thinking and Moral Critique, Sonoma State University,1989.
Polesel J. Reform and reaction:creating new education and training structures in Italy [M]. Comparative Education,2006.
Roe, A. The making of a scientist [M]. New York:Dodd Mead,1952.
Rogers, E.M. Diffusion of Innovation [M]. New York:The Free Press,1995.
Rossman, J. The psychology of inventor:A study of the patentee [M]. Washington, DC:Inventor Press,1931.
Simonton,D.K. Greatness:who makes history and why? [M]. New York:Guilford,1994.
Spencer, L.M., John, R. & Scottish Council for Research in Education. Soft skill competencies: their identification, measurement and development for professional, managerial, and human services jobs [M]. Edinburgh:The Council,1983.
Spencer, L.M. & Spencer, S.M. Competence at work: models for superior performance[M]. New York:John Wiley & Sons,1993.
Sternberg, R.J. A three-facet model of creativity. In R.J. Sternberg (Ed.), The Nature of Creativity [M].New York:Cambridge University Press,1988.
Tardif, T.Z. & Sternberg, R.J. What do we know about creativity? In R.J. Sternberg (Ed.), The Nature of Creativity [M]. Cambridge, England:Cambridge University Press,1988.
Torrance, E.P. Explorations In Creative Thinking In Early School Years:A Progress Report. In C.W. Taylor & F. Barron, ed. Scientific creativity: its recognition and development [M]. New York:Wiley,1963.
Tuxworth, E. Competency-based education and training:background and origins. In Burke, J. W. ed. Competency-based Education and Training [M]. London:The Falmer Press,1989.
VanGundy A.B. Getting to innovation:how asking the right questions generates the great ideas your company needs [M]. New York:AMACOM,2007.
Wallas, G. The art of thought [M]. London:C. A. Watts,1945.
Weisberg, R.W. Creativity and knowledge:a challenge to theories. In R.J. Sternberg (Ed.), Handbook of Creativity [M]. New York:Cambridge University Press,1999.
Williams, F.E. Classroom ideas for encouraging thinking and feeling[M].New York:D.O.K,1970.
Woodruffe, C. Competent by any other name[M]. Personnel Management,1991.
Zemke, R. & Kramlinger,T. Figuring Things Out:A Trainer's Guide To Needs And Task Analysis [M]. New York: McGraw-Hill Book Co.,1982.
Zemsky, R. Making reform work:the case for transforming American higher education[M]. New Brunswick, N.J.:Rutgers University Press,2009.
Abraham A.& Windmann S. Creative cognition:the diverse operations and the prospect of applying a cognitive neuroscience perspective [J]. Methods,2007 (1)
Amabile, T.M. Motivation and creativity:effects of motivational orientation on creative writers [J]. Journal of Personality and Social Psychology,1985 (48)
Bahlke, S.J., Feldhusen, J.F. & Freffinger, D.J. Developing creative thinking:The Purdue
Creativity Program [J]. Journal of Creative Behavior,1970 (4)
Barrett, G.V. & Depinet, R.L. A reconsideration for testing for competence rather than for intelligence [J]. American Psychologist,1989, (46)
Barron, F.X. & Harrington, D.M. Creativity, intelligence and personality [J]. Annual Review of Psychology,1981 (32)
Bower, J. L. & Clayton, M. Christensen. Disruptive technologies: catching the wa ve [J]. HBR,1995.
Boyatzis, R.E. Rendering into competence the things that are competent [J]. American Psychologist,1994 (49)
Cattell, J.A. A statistical study of eminent men [J].Popular Science Monthly,1903 (2)
Chassell, L.M. Tests for originality [J]. Journal of Educational Psychology,1916 (7)
Cheng, M.I., Dainty, R.I. & Moore, D.R. The differing faces of managerial competency in Britain and America [J]. Journal of Management Development,2002,22 (6)
Chin, C.O., Gu, J. & Tubbs S.L. Developing global leadership competencies [J]. Journal of Leadership Studies,2001 (7)
Dijksterhuis A. & Meurs T. Where creativity resides:the generative power of unconscious thought [J].Consciousness and Cognition,2006 (15)
Dijksterhuis A. & Nordgren L.F. A theory of unconscious thought [J]. Perspectives on Psychological Science,2006 (2).
Feldhusen, J.F. Creativity:a knowledge base metacoginitive skills, and personality factors [J]. Journal of Creative Behavior,1995 (4)
Garcia, R. & Calantone, R., A critical look at technological innovation typology and innovativeness terminology:a literature review [J]. The Journal of Product Innovation Management,2002,19.
Guilford, J.P. Creativity [J]. American Psychologist,1950(5)
Guilford, J.P. Three faces of intelligence [J]. American Psychologist,1959 (14)
Henderson R.M. & Clark K.B. Architectural innovation:the reconfiguration of exiting product technologies and the failure of established finns [J].Administrative Science Quarterly,1990 (35).
Higgins, J.M. Innovation:the core competence [J]. Planning Review,1995 (23)
Hodgson, A., Spours, K. & Waring M. Higher education, Curriculum 2000 and the future reform of 14-19 qualifications in England[J]. Oxford Review of Education,2005 (4)
Houtz, J.C., Selby, E., Esquivel, G.B., Okoye, R.A., Peters, K.M. Creativity styles and personal type [J]. Creativity Research Journal,2003 (4)
Hung, V.J. & Leon, W.P. Manufacturing education and research at Texas A&M University: responding to global trends [J]. Journal of Manufacturing Systems,2005 (3)
Hyland, T. Competence, education and NVQ's:Dissenting Perspectives [J]. Personnel Management,1994 (21)
Kvale, S.Validity in the qualitative researeh interview [J]. Methods,1987 (2)
Lievens, F., Sanchez, J.I. & Corte, W.D. Easing the inferential leap in competency modeling: the effects of task-related information and subject matter expertise [J].Personnel Psychology, 2004 (57)
Lyons, G. & Jirasinghe, D. Headteachers assessment and development centers [J].Educational Change and Development,1992 (13)
Maddi, S.R. Motivational aspects of creativity [J].Personality,1965 (33)
Mansfield, R.S. Building competency models:approaches for HR professionals [J]. Human Resource Management,1996 (1)
Mathisen, G.E., Martinsen, O. & Einarsen S. The relationship between creative personality composition, innovative team climate, and team innovativeness:an input-process-output perspective [J]. The Journal of Creative Behavior,2008 (1)
McClelland, D.C. Testing for competence rather than for intelligence [J], American Psychologist, 1973 (28)
McClelland, D.C. Identifying Competencies with Behavioral Event Interviews [J].Psychological Science.1998 (5)
McLagan, P. A. Competency Models [J]. Training and Development Journal,1980(12)
McLagan, P. A. & Christo, N. A new leadership style for genuine total quality[J] Journal for Quality & Participation,1996 (3)
MeClonnell E. A. Competence vs. competency [J]. Nursing Management,2001,32 (5)
Mednick, S.A. The associative basis of the creative process [J]. Psychological Review,1962 (69).
Mirabile, R.J. Everything you wanted to know about competency modeling [J].Training and Development,1997 (51)
Motowidlo, S.J., Carter, G.W. & Dunnette, M.D.Studies of the structured behavioral interview [J]. Journal of Applied Psychology,1992 (17),
Mumford, M.D. & Gustafson, S.B. Creativity syndrome:Integration, application and innovation [J]. Psychological Bulletin,1988 (103)
Neisser, V. Intelligence:Knows and Unknowns [J]. American Psychologist,1996 (2)
Nordhaug, O. Competence Specificities in Organizations [J].Int. Studies of Mgt & Org,1998 (28).
Packard, A.S. The Substance of Two Reports of the Faculty of Amherst College to Board of Trustees with the Doings of the Board there on [J]. North American Review,1829 (28)
Parry, S.B. Just what is a competency? And why should you care? [J]. Training,1998 (6)
Roe, A. A psychological study of eminent biologists [J]. Psychological Monographs:General and Applied,1951 (65)
Roe, A. A psychological study of physical scientists [J]. Gentic Psychology Monographs,1951 (43).
Sanchez, J.A., Lucia D.& Richard L.The Art and Science of Competency Models:Pinpointing Critical Success Factors [J].Personnel Psychology,2000,53 (2)
Scott, G., Leritz L. & Mumford, M. The effectiveness of creativity training:A quantitative review [J] Creativity Research Journal,2004 (4)
Shippmann, J.S. & Ash, R.D. The practice of competency modeling [J].Personal Psychology, 2000,53 (3)
Simon, H.A. Creativity in the arts and the sciences [J]. Kenyon Review,2001 (2)
Smith, G.J., Carlsson, I.M. The creative process:a functional model based on empirical studies from early childhood to middle age [J]. Psycho Issues,1990 (57)
Sternberg, R.J. Implicit theories of intelligence creativity and wisdom [J]. Journal of Personality and Social Psychology,1985,49 (4)
Sternberg, R. J. & Lubart, T. I. An investment theory of creativity and its development [J]. Human Development,1991 (34)
Sternberg, R.J. & Lubart,T.I. Buy low and sell high:an investment approach to creativity [J].Current Directions in Psychological Science,1992 (1)
Sternberg, R.J. & Lubart, T.I. An investment theory of creativity and its development [J].Human Development,1991 (34)
Sternberg, R.J. & Lubart, T. I.Investing in Creativity [J]. American Psychologist,1996,51 (7).
Taylor, C.W. Developing Multiple Talents in Classrooms Through the Implementation of Research [J]. Journal of Research and Development in Education,1971 (3)
Ryan, G., Emmerling, R.J. & Spencer, L.M. Distinguishing high-performing European executives: The role of emotional, social and cognitive competencies [J]. Journal of Management Development,2009 (9)
Treffinger, D.J. & Isaksen, S.G. Creative problem solving:the history, development, and implications for gifted education and talent development [J]. Gifted Child Quarterly,2005 (4).
Treffinger, D.J. Creative problem solving:the history, development, and implications for gifted education and talent development [J]. The Gifted Child Quarterly.2005 (4),
Urban,K.K. Recent trends in creativity research and theory in Western Europe [J].European Journal for High Ability,1990,27 (1)
Vartanian, O., Martindale, C. & Kwiatkowski, J. Creativity and inductive reasoning:The relationship between divergent thinking and performance on Wason's 2-4-6 task[J]. Quarterly Journal of Experimental Psychology,2003 (4)
Vartanian, O., Martindale, C. & Kwiatkowski, J. Creative potential, attention, and speed of information processing [J]. Personality and individual differences.2006 (6)
Ward, T.B. Creative cognition as a window on creativity [J]. Methods,2007,42 (1)
Wechsler D. Cognitive, cognitive, and non-intellective intelligence [J]. American Psychologists, 1950,5 (3)
Jansen, P.G. & Stoop, B.A. The dynamics of assessment center validity:Results of 7-year study[J] Journal of Applied Psychology,2001 (4)
Knight, K.E. A descriptive model of the intra-firm innovation Process [J]. Journal of Business, 1967 (40)
Lam, S.F., Law, Y.K. & Shum, S.K. Classroom discourse analysis and educational outcomes in the era of education reform [J]. British Journal of Educational Psychology,2009 (4)
Lee, H. & Witz, K. Science teachers'inspiration for teaching socio-scientific issues:disconnection with reform efforts [J]. International Journal of Science Education,2009 (7)
DTI, Succeeding through innovation, creating competitive advantage through innovation:A guild for small and medium sized businesses [R]. Department of Trade and Industry, London,2004.
Council on Competitiveness. Innovate America: Thriving in a World of Challenge and Change [Z]. http://www.compete.org/publications/detail/202/innovate-america/
EIU. A New Ranking of The World's Most Innovative Countries [Z]. http://graphics.eiu.com/PDF/Cisco_Innovation_Complete.pdf
Harvard College Curricular Review:Report of the Committee on General Education [R]. Harvard-Committee on General Education,2005:9-10、17.
Robert Crocker & AlexnUsher.Innovational and Differentiation in Canada's Post-Secondary Instituations [Z], June 2006.