创造性心理学视角下的创造性培养:目标、原则与策略  

Psychological Views on Cultivating Students’Creativity:Goals,Principles,and Strategies

作　　者：庞维国[1] Pang Weiguo(School of Psychology and Cognitive Science,East China Normal University,Shanghai 200062,China)

机构地区：[1]华东师范大学心理与认知科学学院,上海200062

出　　处：《华东师范大学学报（教育科学版）》2022年第11期25-40,共16页Journal of East China Normal University:Educational Sciences

基　　金：上海市高校特聘教授项目(TP2020013)。

摘　　要：创造性包含着创造性潜能、创造性成就、创造性才能等侧面以及微创造、小创造、职业创造和大创造四种水平;学校教育中的创造性培养,应该以发展学生的创造性潜能为主要目标,应该同时关注学生的创造性认知、元认知、个性、动机和领域内知识的发展。创造性活动遵循从一般到具体、从低阶到高阶的发展顺序,自主性、生成性是创造性活动的本质特征。学校教育应该把发展创造性视为每个学生的成长目标,把创造性活动纳入日常教学,充分发挥学生学习的自主性,以生成活动作为创造性发展的载体,遵循从一般领域向具体领域推进的原则。有效地培养学生的创造性,需要营造支持性的氛围,充分利用生成活动,示范和褒奖创造性,加强创造性元认知训练,设置创造性评价标准,为学生的创造性提供反馈。Creativity is a multifaceted concept which involves creative potentials,creative achievements,creative talents,and many other facets.Basically,creativity can be divided into four types,namely mini-creativity,little creativity,professional creativity,and big creativity.In school context,creativity cultivation should focus on students’creative potentials,highlight the roles of creative cognition,metacognition,personality,motivation,and domain-specific knowledge.As creativity usually develops from general domains to specific domains,and autonomy and idea generation are the key components of creative processes,school education which aims to cultivate each student’s creativity in everyday classroom activities should encourage students’autonomy,employ generative tasks,and stimulate creative thinking in specific contexts.To effectively develop students’creativity,a series of strategies should be employed,which include creating supportive climates,using generative activities,modeling and rewarding creativity,training creative metacognition,setting creativity as separate goals,and providing feedback on creative performance.

关 键 词：创造性 培养目标 创造性过程 自主性 生成性 

分 类 号：G441[哲学宗教—心理学]