21世纪西方创造教育研究的进展分析
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摘要
创造教育即以发展学生创造力为基本宗旨的教育,21世纪创造教育研究呈现出多元化共存与深度融合发展的新趋势。基于理论与方法层面上的概要回溯,本文试从社会生成、个体生成与产生负面三方面对创造教育研究的新趋向展开论述。以此蕴含的重要启示有:注重创造教育对改善人类命运的意义;采取多元化的研究思路与方法;探索创造力课程开发的基本思路;重视通过创造性学习的潜能发挥。
Creative education is the education with the basic purpose of developing students' creativity, in twenty-first Century, the research of creative education showed a new trend of diversified coexistence and deep integration. Based on the analysis of progress on the level of theory and method, try to discuss the new trend of creative education research from three aspects of social generation, individual generation and negative. The important implications: we should pay attention to the significance of creative education to the improvement of human destiny; taking diversified research ideas and methods; the basic idea of exploring creative curriculum development; paying attention to the potential of creative learning.
Creative education is the education with the basic purpose of developing students' creativity, in twenty-first Century, the research of creative education showed a new trend of diversified coexistence and deep integration. Based on the analysis of progress on the level of theory and method, try to discuss the new trend of creative education research from three aspects of social generation, individual generation and negative. The important implications: we should pay attention to the significance of creative education to the improvement of human destiny; taking diversified research ideas and methods; the basic idea of exploring creative curriculum development; paying attention to the potential of creative learning.
引文
[1](美)罗伯特·J·斯滕博格.施建农等译.创造力手册[M].北京:北京理工大学出版社,2005.3.
[2]Schei,V..Creative People Create Values Creativity and Positive Arousal in Negotiations[J].Creativity Research Journal,2013,25(4):413-414.
[3]赵春音.关于创造力研究的“范式”转换问题[J].社会科学家,2004,(2):8-14.
[4]钟祖荣.近20年西方创造力研究进展:心理学的视角[J].北京教育学院学报(自然科学版),2012,7(4):23-29.
[5]Plucker,J.A.,&Beghetto,R.A..Why Creativity Is Domain General,Why it Looks Domain Specific,and Why the Distinction Does Not Matter.In R.J.Sternberg,E.L.Grigorenko,&J.L.Singer(Eds.),Creativity:From Potential to Realization[D].Washington DC:American Psychological Association,2004:153-167.
[6]Paavol S,Lipponen L,Hakkarainen K.Models of Innovative Knowledge Communities and Three Metaphors of Learning[J].Review of Educational Research,2004,74(4):575-576.
[7][8][11](美)詹姆斯·C.考夫曼(J.C.Kaufman).朱荔芳,李功迎译.创造力[M].北京:人民卫生出版社,2017.11-17,16,155-158.
[9]Kaufman,A.S..WAIS-III IQs,Horn’s Theory,and Generational Changes from Young Adulthood to Old Age[J].Intelligence,2001(29):131-167.
[10]Roskos-Ewoldsen,B.,Black,S.R.,&McCown,S.M..Age-Related Changes in Creative Thinking[J].Journal of Creative Behavior,2008(42):33-57.
[12]Choi,J.N..Group Composition and Employee Creative Behavior in a Korean Electronics Company:Distinct Effects of Relational Demography and Group Diversity[J].Journal of Occupational and Organizational Psychology,2007(80):213-234.
[13]Csikszentmihalyi,M..Creativity:Flow and the Psychology of Discovery and Exploration[M].New York:Harper Perennial,1996:75.
[14][15](美)巴格托,考夫曼.陈菲,周晔晗,李娴译.培养学生的创造力[M].上海:华东师范大学出版社,2013.8,7.
[16]Sternberg,R.J..Creativity is a Decision[R].Keynote Speech at the National Association for Gifted Children Annual Convention,Denver,Colorado,2012:11.
[17]张义兵.美国的“21世纪技能”内涵解读--兼析对我国基础教育改革的启示[J].比较教育研究,2012,(5):86-90.
[18]Ministry of Education,Singapore.21st Century Competentcies[EB/OL].https://www.moe.gov.sg/education/education-system/21st-centurycompet-encies.2015-04--16.
[19]Simonton,D.K.Scientific Talent,Training,and Performance:Intellect,Personality,and Genetic Endowment[J].Review of General Psychology,2008(12):28-46.
[20]郝宁,杨静.创造力有其“阴暗面”[J].心理科学,2016,39(3):761-766.
[21]Runco,M.A.,Plucker,J.A.,&Lim,W..Development and Psychom Etricintegrity of a Measure of Ideational Behavior[J].Creativity Reaearch Journal,2001(13):393-400.
[22]Gill,P..Horgon,J.,Huunter,S.T..&Cushenbery,L.D..Malevolent Creativity Internorist Organizations[J].The Jounal of Creative Behavior 2013(47):125-151.
[23]Kapoor.H..The Creative Side of the Dark Triad.Creativity Research Journal,2015(27):58-67.
[24]Furnham,A..The Bright and Dark Side Correlates of Creativity:Demographic,Ability,Personality Traits and Personality Disorders Associated with Divergent Thinking.Creativity Research Journal,2015(27):39-46.
[25]Unesco-Apnieve..Learning to Know for a Peaceful and Sustainable Future[M].Manila:Asia-Pacific Network for International Education and Values Education,2009:1.
[26]陆有铨.教育是合作的艺术[M].北京:北京大学出版社,2012.128-129.
[27]周治金,谷传华.创造心理学[M].北京:中国社会科学出版社,2015.1.
[28]张红兵.超级创新力[M].北京:人民邮电出版社,2013.14.
[29]田友谊.西方创造力研究20年:回顾与展望[J].国外社会科学,2009,(2):122-130.
[30]张军瑾.让创造成为习惯[M].上海:上海教育出版社,2011.56-57.
[31]A Bit of History about the Creative Curriculum[EB/OL].http://www.Fendraytonprimary.co.uk/index.php?option=com_content&view=article&id=60:creative-curriculum&catid=37:theschool-curriculum&Itemid=57,2011-09-23.
[32]曾文婕.走进“学习为本”的教育时代--写在《德洛尔报告》发表20周年之际[J].比较教育研究,2016,38(12):3.
[33](美)琳内·莱韦斯克.李敏译.创造力[M].哈尔滨:黑龙江科学技术出版社,2008.3.
[34]Marka.Runco..Education for Creative Potential[J].Scandinavian Journal of Educational Research,2003,47(3):317.
[35]Fleith,D.S..Teacher and Student Perception of Creativity in the Classroom Environrnent.[J].Roeper Revier,2000,22(3):148-153.
(1)需要说明的是,恶意创造力(Malevolent Creativity)是指故意对某个对象进行恶意的驱使以达到某种利益的创造力。而恶意创造教育测量工具是在恶意创造力测量工具的基础上,同时结合创造教育理念对人格特质、情绪和情境等因素进行编制的一种测量工具。
[2]Schei,V..Creative People Create Values Creativity and Positive Arousal in Negotiations[J].Creativity Research Journal,2013,25(4):413-414.
[3]赵春音.关于创造力研究的“范式”转换问题[J].社会科学家,2004,(2):8-14.
[4]钟祖荣.近20年西方创造力研究进展:心理学的视角[J].北京教育学院学报(自然科学版),2012,7(4):23-29.
[5]Plucker,J.A.,&Beghetto,R.A..Why Creativity Is Domain General,Why it Looks Domain Specific,and Why the Distinction Does Not Matter.In R.J.Sternberg,E.L.Grigorenko,&J.L.Singer(Eds.),Creativity:From Potential to Realization[D].Washington DC:American Psychological Association,2004:153-167.
[6]Paavol S,Lipponen L,Hakkarainen K.Models of Innovative Knowledge Communities and Three Metaphors of Learning[J].Review of Educational Research,2004,74(4):575-576.
[7][8][11](美)詹姆斯·C.考夫曼(J.C.Kaufman).朱荔芳,李功迎译.创造力[M].北京:人民卫生出版社,2017.11-17,16,155-158.
[9]Kaufman,A.S..WAIS-III IQs,Horn’s Theory,and Generational Changes from Young Adulthood to Old Age[J].Intelligence,2001(29):131-167.
[10]Roskos-Ewoldsen,B.,Black,S.R.,&McCown,S.M..Age-Related Changes in Creative Thinking[J].Journal of Creative Behavior,2008(42):33-57.
[12]Choi,J.N..Group Composition and Employee Creative Behavior in a Korean Electronics Company:Distinct Effects of Relational Demography and Group Diversity[J].Journal of Occupational and Organizational Psychology,2007(80):213-234.
[13]Csikszentmihalyi,M..Creativity:Flow and the Psychology of Discovery and Exploration[M].New York:Harper Perennial,1996:75.
[14][15](美)巴格托,考夫曼.陈菲,周晔晗,李娴译.培养学生的创造力[M].上海:华东师范大学出版社,2013.8,7.
[16]Sternberg,R.J..Creativity is a Decision[R].Keynote Speech at the National Association for Gifted Children Annual Convention,Denver,Colorado,2012:11.
[17]张义兵.美国的“21世纪技能”内涵解读--兼析对我国基础教育改革的启示[J].比较教育研究,2012,(5):86-90.
[18]Ministry of Education,Singapore.21st Century Competentcies[EB/OL].https://www.moe.gov.sg/education/education-system/21st-centurycompet-encies.2015-04--16.
[19]Simonton,D.K.Scientific Talent,Training,and Performance:Intellect,Personality,and Genetic Endowment[J].Review of General Psychology,2008(12):28-46.
[20]郝宁,杨静.创造力有其“阴暗面”[J].心理科学,2016,39(3):761-766.
[21]Runco,M.A.,Plucker,J.A.,&Lim,W..Development and Psychom Etricintegrity of a Measure of Ideational Behavior[J].Creativity Reaearch Journal,2001(13):393-400.
[22]Gill,P..Horgon,J.,Huunter,S.T..&Cushenbery,L.D..Malevolent Creativity Internorist Organizations[J].The Jounal of Creative Behavior 2013(47):125-151.
[23]Kapoor.H..The Creative Side of the Dark Triad.Creativity Research Journal,2015(27):58-67.
[24]Furnham,A..The Bright and Dark Side Correlates of Creativity:Demographic,Ability,Personality Traits and Personality Disorders Associated with Divergent Thinking.Creativity Research Journal,2015(27):39-46.
[25]Unesco-Apnieve..Learning to Know for a Peaceful and Sustainable Future[M].Manila:Asia-Pacific Network for International Education and Values Education,2009:1.
[26]陆有铨.教育是合作的艺术[M].北京:北京大学出版社,2012.128-129.
[27]周治金,谷传华.创造心理学[M].北京:中国社会科学出版社,2015.1.
[28]张红兵.超级创新力[M].北京:人民邮电出版社,2013.14.
[29]田友谊.西方创造力研究20年:回顾与展望[J].国外社会科学,2009,(2):122-130.
[30]张军瑾.让创造成为习惯[M].上海:上海教育出版社,2011.56-57.
[31]A Bit of History about the Creative Curriculum[EB/OL].http://www.Fendraytonprimary.co.uk/index.php?option=com_content&view=article&id=60:creative-curriculum&catid=37:theschool-curriculum&Itemid=57,2011-09-23.
[32]曾文婕.走进“学习为本”的教育时代--写在《德洛尔报告》发表20周年之际[J].比较教育研究,2016,38(12):3.
[33](美)琳内·莱韦斯克.李敏译.创造力[M].哈尔滨:黑龙江科学技术出版社,2008.3.
[34]Marka.Runco..Education for Creative Potential[J].Scandinavian Journal of Educational Research,2003,47(3):317.
[35]Fleith,D.S..Teacher and Student Perception of Creativity in the Classroom Environrnent.[J].Roeper Revier,2000,22(3):148-153.
(1)需要说明的是,恶意创造力(Malevolent Creativity)是指故意对某个对象进行恶意的驱使以达到某种利益的创造力。而恶意创造教育测量工具是在恶意创造力测量工具的基础上,同时结合创造教育理念对人格特质、情绪和情境等因素进行编制的一种测量工具。