从教育的视角看学生创造性潜能的评价  

Assessing Students' Creative Potential from the Perspective of Education

作　　者：景文超[1] 孙汉银[1] 

机构地区：[1]北京师范大学,北京100875

出　　处：《国家教育行政学院学报》2014年第6期45-48,共4页Journal of National Academy of Education Administration

摘　　要：吉尔福特的"创造力"模型大大促进了创造力评价技术的发展,对创造力的评价经历了从杰出创造力到创造力的4P模型(包括创造性过程、创造性个体、创造性产品和创造性环境)再到关注创造性的多维性、领域特殊性的转变。学生表现出来更多的是一种创造性潜能。从教育视角出发,关注与学生创造性潜能相关的三个问题:"所有学生都有创造性吗"、"学生有多少创造性"和"怎样培养学生的创造性",对创造力的心理测量领域评价学生创造性潜能的方法进行了述评。Creativity measurement has gone from outstanding creativity to 4P model （including creative process, creative person, creative product and creative press）, and to multidimensional creativity and special domains creativity. From an educational perspective, this article focus on three issues of students＇ creative potential. Is this student creative？ How much creative is this student？ How is this student creative？ This article provides a historical presentation of students＇ creative potential assessment in the psychological measurement field.

关 键 词：创造性潜能 评价 心理测量领域 

分 类 号：G642.47[文化科学—高等教育学]