我国创造教育发展的回顾与前瞻  

Review and Perspective on Creative Education Development

作　　者：江瑶[1] 

机构地区：[1]安徽新华学院思政部,安徽合肥230088

出　　处：《黑河学院学报》2013年第2期64-67,共4页Journal of Heihe University

基　　金：安徽新华学院重点教研项目<基于创新人才培养的高校思想政治理论课教学改革研究>(2011jy015)

摘　　要：创造教育由日本传入我国,"五四"前后和20世纪20年代初掀起了我国创造教育研究和实践的初次高潮。20世纪80年代再次受到关注,开始了新一轮的创造教育研究热潮。进入新世纪,随着创新型国家建设和创新人才培养需求使得创造教育备受关注,引发了对创造教育研究和实践的新思考。我国创造教育的发展历程是不断学习借鉴西方创造教育的同时摸索适合中国文化、具有中国特色的创造教育的过程。Creative education was introduced into China by Japan, and the initial peak in the research and practice of it was started around ＂the May 4th Movement＂ and the early 1920th in China; It was valued again until 1980, and a new round of upsurge of research began; In the new century, so much attention to creative education are needed to build a innovative country and train more creative talents, which led to rethink about research and practice. Development of creative education in China is a process of constantly western while exploring it for Chinese culture and characteristics. learning from

关 键 词：创造教育 发展 差异 融合 

分 类 号：G640[文化科学—高等教育学]