论培养“创新人”  

On Cultivating"Innovative Man"

作　　者：吴康宁[1,2] Wu Kangning(the Research Institute of Chinese Education Reform and Development,Nanjing Normal University,Nanjing 210097;the Research Center for Sociology of Education,Nanjing Normal University,Nanjing 210097)

机构地区：[1]南京师范大学中国教育改革与发展研究院,南京210097 [2]南京师范大学教育社会学研究中心,南京210097

出　　处：《教育研究》2022年第12期32-47,共16页Educational Research

摘　　要：创新是一种普遍存在的人类事实,也是人区别于其他动物的一个重要特征;人有与生俱来的创新的欲望和潜能,“创新人”是人的题中应有之义。从“可能的创新人”转变为“现实的创新人”是人的发展中绕不过去的一个主题;教育需要激活学生创新的欲望和潜能,引导学生创新的动机和方法,“培养创新人”是教育的题中应有之义。解放教育主体是教育创新的首要前提,面向所有师生是教育创新的应有取向,坚持自主探索是教育创新的必由之路;以培养创新人为己任的教育自身也得是创新的,“教育创新”是培养创新人的题中应有之义。Innovation is a universal human fact,and an important feature distinguishing between humans and other animals;humans are born with the desire and potential to innovate,and"innovative man"is an inherent meaning of humans.The change from potential"innovative man"to real"innovative man"is an inescapable theme in human development.Education needs to activate students’desire and potential to innovate,and direct their motivations and methods to innovate;"cultivating innovative man"is an inherent meaning of education.Emancipating educators is the first premise of educational innovation,opening to all teachers and students is the correct orientation to educational innovation,and adhering to independent exploration is an inevitable approach to educational innovation.Also,education,which assumes the responsibility of cultivating"innovative man,"must be innovative,and"educational innovation"is the inherent meaning of"innovative man"cultivation.

关 键 词：人性假设 创新人 培养创新人 教育创新 

分 类 号：G420[文化科学—课程与教学论]