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1.
This article, which is speculative in outlook and emerges from an extended literature review on this subject, takes as its basic premise the notion that the idea of ‘creativity’– whether in relation to literacy, schooling or the economy, is constructed as a series of rhetorical claims. These rhetorics of creativity emerge from the contexts of research, theory, policy and practice. Initially, we distinguish 10 rhetorics, which are described in relation to the philosophical or political traditions from which they spring. The discussion then focuses on four rhetorics – play, technology, politics/democracy and the creative classroom – which have most relevance for understandings of literacies and the way in which these are nurtured, encouraged and expressed in different social settings. This article aims to summarise the rhetorics and their major concerns, while considering how selected ones might apply to an instance of media literacy. Key questions addressed in this article ask whether creativity is more usefully understood as an internal cognitive function or an external cultural phenomenon; whether it is a ubiquitous human activity or a special faculty; whether it is necessarily ‘pro‐social’ or should be dissident; and what the implications of a culturalist social psychological approach to creativity might be for analyses of the media literacy of children and young people. 相似文献
2.
创造力系统观及其对创造教育的启示 总被引：5，自引：0，他引：5
田友谊 《清华大学教育研究》2006,27(1):106-113
创造力研究经历了一个从单维到多维、不断系统化的演进过程。近来,人们倾向于从系统观的角度研究创造力。创造力系统观认为,创造力是多种因素相互作用的产物,包括个体的知识背景、认知风格、人格特质、动机,以及个体所处的生活背景、文化背景乃至整个社会大背景。在创造力系统观的视野里,创造教育是一种“系统化”的教育。实施创造教育,除了重视个体因素,还要重视文化和社会因素。 相似文献
3.
电子商务专业“三创”实践教学培养体系 总被引：2，自引：0，他引：2
随着高校的教育发展和教学改革,实践教学在人才培养中的作用越来越重要。在分析电子商务专业实践教学现存问题的基础上,论证了"产、学、研"和"创意、创新、创业"的关系,以培养"创意、创新、创业"人才为目标,设计了"三创"实践教学培养体系。实践成果表明,该体系具有一定的可行性和先进性,为电子商务专业的人才培养提供了借鉴。 相似文献
4.
节庆活动组织创意与创新之研究——以客家桐花祭为例 总被引：1，自引：0，他引：1
俞龙通 《赣南师范学院学报》2010,31(5)
"一窝蜂"的模仿与复制,活动创意与创新不足,文化论述不够,文化、社会与经济发展重点未能兼顾等,让台湾节庆活动近年来渐呈没落萎缩之势。台湾客家桐花祭在迈入第8个年头之后,也慢慢呈现老化和创新不足。要有效提升客家桐花祭活动创意与创新,必须更加提升活动营销和科技整合的能力;活动的企划及执行过程,应更有效整合小区相关利益人士的意见,重视活动的内涵与质量,强化外地游客吸引力,以消费者和游客为导向,创造小区商机;就政策面而言,主管机关的辅导培育政策应该有较长期性的规划与基础性扶植的思考。如此,客家桐花祭"整体统筹、企业加盟、县市执行、小区发展"的经营模式,才能更加顺畅运作,客家桐花祭的"文化扎根、振兴产业、带动观光、活化客庄"的愿景与目标才能更加深化。 相似文献
5.
The Limits To Creativity In Education: Dilemmas For The Educator 总被引：3，自引：0，他引：3
Anna Craft 《British Journal of Educational Studies》2003,51(2):113-127
Since the end of the 1990s, creativity has become a growing area of interest once more within education and wider society. In England creativity is now named within the school curriculum and in the curriculum for children aged 3–5. There are numerous government and other initiatives to foster individual and collective creativity, some of this through partnership activity bringing together the arts, technology, science and the social sciences.
As far as education is concerned, this growth in emphasis and value placed on encouraging creativity can be seen as being in stark contrast with the government policy prevalent from the late 1980s onward. One of the underpinning themes and justifications for this re-kindling of interest in fostering creativity is that the individual and collective empowerment which is fostered by the development of creative skill is seen to be a good thing at the social and economic level in particular (Craft, 2002). These justifications have been discussed elsewhere (Jeffrey and Craft, 2001).
But an important question to ask is, how desirable are the cultural norms of continual change and innovation in Western society?
This paper examines some possible social, environmental, cultural and ethical limits to creativity, in the context of educating for creativity (NACCCE, 1999). It argues that the notion of creativity may be value- and culture-specific and that this poses the so-called liberal educator with various dilemmas of principle and pedagogy, which are explored. 相似文献
As far as education is concerned, this growth in emphasis and value placed on encouraging creativity can be seen as being in stark contrast with the government policy prevalent from the late 1980s onward. One of the underpinning themes and justifications for this re-kindling of interest in fostering creativity is that the individual and collective empowerment which is fostered by the development of creative skill is seen to be a good thing at the social and economic level in particular (Craft, 2002). These justifications have been discussed elsewhere (Jeffrey and Craft, 2001).
But an important question to ask is, how desirable are the cultural norms of continual change and innovation in Western society?
This paper examines some possible social, environmental, cultural and ethical limits to creativity, in the context of educating for creativity (NACCCE, 1999). It argues that the notion of creativity may be value- and culture-specific and that this poses the so-called liberal educator with various dilemmas of principle and pedagogy, which are explored. 相似文献
6.
I. Badran 《European Journal of Engineering Education》2007,32(5):573-585
With the rapid progress of modern civilization, creativity and innovation within a techno-economic perspective are becoming the major driving forces behind the sustainability of economic growth and competitive achievements. The current paper will focus on developing a clear concept of the terms creativity and innovation, and investigate their possible relation with engineering education. The parameters that could be essential for the enhancement of creativity or innovation are discussed from the perspective of the individual and the community. An engineering creativity enterprise diagram (ECED) is introduced to be reflective of the industrialization and technological level of any community as correlated to creativity and innovation. A systematic approach is designed to help developing the possible courses and activities that would enhance creativity and innovative skills and capabilities of a graduate engineer. 相似文献
7.
Elena Makarova Dina Birman 《Educational research; a review for teachers and all concerned with progress in education》2013,55(3):305-330
Background: The achievement gap between immigrant and non-immigrant students that has been identified in most OECD countries and the considerable educational dropout rate among students from ethnic minority backgrounds in some countries have become serious challenges for national educational systems. The educational underachievement of young people from ethnic minority backgrounds is embedded in the process of their acculturation. In the tradition of cross-cultural psychology, acculturation describes individual or ethno-cultural group changes in behaviour and attitudes in the situation of intercultural contact. Such cultural changes are central to the experience of ethnic minority students including newly arriving immigrants, children of immigrants and members of marginalised ethnic and racial groups. Acculturation has been described as a stressful process, and acculturation orientations adopted by young people from ethnic minority backgrounds have been shown to have an impact on their adjustment.Purpose: The school context has been recognised to be the crucial context for acculturation of young people from ethnic minority backgrounds. The academic achievement of these students is thus embedded in the acculturation process, which involves cultural identity development, psychological adjustment and behavioural adjustment. The study is aimed at analysing and systematising the findings of empirical research on acculturation in the school context with a focus on the academic achievement of young people from minority backgrounds.Design and methods: For this study, 29 peer-reviewed articles from a total of 348 articles that matched the search criteria in the database of the Education Resources Information Centre were selected according to inclusion criteria. The selected articles addressed academic achievement of young people from minority backgrounds in relation to at least one of the issues of acculturation such as cultural identity, psychological adjustment and behavioural adjustment. The articles were analysed by applying the method of qualitative content analysis, using MAXQDA software. The findings presented in the selected articles were analysed and integrated according to a deductively developed and inductively enriched category system.Conclusions: Overall, the results of our analysis offer insight into issues of acculturation in relation to academic achievement. Moreover, our findings reveal the complexity of the relationship between cultural transition and school adjustment for young people. As shown in our review, although a bi-cultural orientation was predominantly positively related to school adjustment of minority students, some studies also identified assimilative attitudes as advantageous for students’ academic achievement as well as for their psychological and behavioural adjustment. Moreover, our study has also shown that young people’s acculturative attitudes may have a different impact on their school adjustment relative to acculturative behaviours. 相似文献
8.
为了解研究生创新能力及与人格、思维的关系,论文以《硕士研究生创新能力调查问卷》《艾森克人格问卷简式量表中国版》《学生认知风格问卷》为工具,抽取贵州省、陕西省两地520名硕士生.结果发现,硕士生创新能力总体处于中等及以上水平,人格特质均高于国内常模,思维认知得分均显著高于理论中值.男女生在创新思维能力和学术创新能力存在显著差异.不同学科的研究生在学术创新能力方面有显著差异.除知识结构,陕西省与贵州省的研究生创新能力得分均有显著差异.创新能力、人格与思维认知之间存在一定的关联,神经质、内外倾,言语表象、直觉-分析、思维内外倾是影响创新能力的主要因素. 相似文献
9.
本文从华中农业大学加强大学生科技创新能力培养的实践出发,对在普通高校中加强科研训练、构建创新体系、打造创新平台、建设创新文化、创新教育管理的实践和成效进行了总结,为大学生科技创新能力培养提出了可资借鉴的经验和建议。 相似文献
10.
吴蓉 《金华职业技术学院学报》2014,(3):9-12
艺术类院校产学研合作的深入开展,为促进文化创意产业创新发展提供有力支撑。应发挥政府的主导作用,营造政、产、学、研多方积极参与的合作环境,以互利共赢为根本目标,厘清合作主体的权责利分配,遵循分层次逐步推进的原则,建立和完善包括协调、保障、激励、扶持、投融资等职能的系统机制,助力我国文化经济建设的跨越式发展。 相似文献
11.
多元文化经验对创造力的影响研究是创造力和文化心理学领域的前沿问题。文章从多元文化经验提高创造力的研究方法和适应异国文化、学习异国文化、采纳异国文化的观点等多元文化经验提高创造力的心理机制两方面,对近年来这一研究领域的新进展进行了综述。该研究不仅有助于提高个体的创造力,还对于文化心理学具有重要价值。未来可以采用纵向、质性的方法、神经生理指标等多种手段对于多元文化经验提高创造力的相关问题开展进一步的研究和探索。 相似文献
12.
Eleanor A. Petrone 《Ethnography and Education》2016,11(1):21-39
This qualitative study examines how a group of Latino/a high school students living in the Southeast used youth media as a forum to promote a selective pattern of acculturation. The study explores the ways in which the students’ discourse emphasised the maintenance of the students’ home culture and privileged familismo, a cultural construct that holds the needs of the family above the needs of the individual. The doubly precarious issue of gender and biculturalism is examined, and found to be problematic for the female participants who personally struggled with a patriarchal family structure, yet publically promoted family loyalty and respect. The study highlights the female participants’ challenges and the importance of providing a space to examine these challenges. 相似文献
13.
20世纪90年代,艾夫里尔提出情绪创造概念,认为情绪自身就是创造的产品,为创造力和情绪研究提供了新的视角。情绪创造概念是情绪社会建构理论的直接拓展,新奇、有效和真诚是这种心理社会现象的显著特征。个体差异与文化演变研究的结果表明,情绪创造特征具有个体层面和文化层面上的差异性。情绪创造研究打破了情绪与创造研究的“关系”模式,将来还需要从概念表征层面上进一步探讨情绪创造的实现。 相似文献
14.
根据团队创造力相关理论,基于变革型领导、团队沟通和个体创造力的作用,构建大学生科技创新团队创造力的结构和关系模型,提出它们之间的假设关系。本研究通过采集90个大学生科技创新团队的样本数据,采用探索性因素分析、验证性因素分析、结构方程等方法对假设进行检验。结果表明,变革型领导对团队沟通、个体创造力及团队创造力皆具有正向影响作用;团队沟通和个体创造力对团队创造力也具有正向影响作用;个体创造力在变革型领导与团队创造力之间起部分中介作用;团队沟通没有起中介作用。建议高校要重视大学生科技创新团队的团队领导培养,提高大学生团队沟通能力和个体创造力,进而提升团队创造力。 相似文献
15.
Chunfang Zhou 《European Journal of Engineering Education》2012,37(4):343-353
Recent studies have argued a shift of thinking about engineering practice from a linear conception to a system understanding. The complexity of engineering practice has been thought of as the root of challenges for engineers. Moreover, creativity has been emphasised as one key capability that engineering students should master. This paper aims to illustrate deeply why engineering education needs to foster creative students to face the challenges of complex engineering work. So a literature review will be provided by focusing on the necessity of developing creativity in engineering education. As the literature demonstrates, this paper reveals the understanding of complexity in engineering practice and the roles of creativity in engineering practice. In addition, the barriers to creativity in current engineering education and some implications of pedagogic strategies will be discussed. So this paper contributes to rethinking the engineering profession in a social context and a link between creativity research and engineering education. 相似文献
16.
国际视野下我国大学创新力存在的问题及对策研究 总被引：2，自引：0，他引：2
大学创新力在一定程度上决定着一个国家的创新力,决定着一个国家的竞争力。与世界名校相比,我国大学无论是在整体创新力还是在人才培养创新力、科研创新力和社会服务创新力方面都存在着一定的差距。为了提高大学创新力,我国应该加大高等教育投入,完善现代大学制度,加强教师队伍建设,保障学术自由,加强基础研究和科研成果的转化,加快教学模式与方法改革。 相似文献
17.
This paper reports on an experimental project in digital video editing with 10 year olds in the UK which explored their interactions with creative digital technologies. Data on the pupil’s interactions with the software was gathered on video and analysed. A theoretical framework drawn from second generation activity theory was applied and tensions resulting from mismatches between pupil’s approaches to the task and the ways the task were framed are reported on. The paper argues that pupils exhibit a number of behaviour based roles in relation to the technology dependent on compliance with the instructions of the teachers, creativity and their desire to explore the affordances of the technology. The paper concludes by asking questions about how new forms of cultural production such as digital video work can be incorporated authentically into school settings, and how a pedagogy to support learning with new types of technology can be developed by drawing on insights provided by socio-cultural approaches to understanding technology use in human activity systems. 相似文献
18.
With creativity now being emphasized in schools, it is important for teachers to understand what it is and how it is measured. This review of the literature is an attempt to make sense of the many definitions and measures of creativity. As a result, this comprehensive review shows that most definitions agree that there are at least two criteria to judge whether a person or a product is creative or not, originality and usefulness. Organized according to Rhodes’s 3 P conceptualization of creativity—person, process, product, and press—more than 40 assessments used in creativity research were reviewed. Familiarity with the definitions, views of, and measurement of creativity can help teachers recognize and foster creativity in their students. 相似文献
19.
关于创造力、创新与体制化的教育——兼析中美阶段性教育制度设计理念的差异 总被引：2，自引：0，他引：2
虽然很难为创造力与创新给出精确的定义,但是,在日常生活中我们却不难直观地体验到其存在。创造力、创新与体制化的教育间存在一个悖论:常规性的创造力和创新往往离不开对既有知识的理解和把握,然而,局限于既有知识的刻板规训又往往会抑制非常规性的创造力和革命性的创新。因此,根据人的成长规律和特征,在不同教育阶段有针对性地拓展学生想象力、陶冶其审美情趣、呵护其好奇心和求知激情,继而培养其独立精神、理性地反思和批判意识,可以在最大程度上摆脱这一悖论。中美比较研究表明,我国的创造和创新活力匮乏在教育领域中的主要症结所在,或许就是阶段性教育制度设计理念存在的偏差。 相似文献
20.
This research aims to understand university students’ thinking styles and the relationship with their views of creativity. The Thinking Styles Inventory‐Revised II was used to measure 13 thinking styles as defined in Sternberg’s theory of mental self‐government and the Conceptions of Creativity Scales was used to inquire students’ views about the conditions for evaluating creativity from six aspects: intelligence, knowledge, style of thinking, personality, motivation and learning environment. Significant relationships were identified between thinking styles and conceptions of creativity. This research contributes to the understanding about the relationship between conceptions of creativity and thinking styles, and brings insights for educators about educational innovations, as one of the key objectives of educational innovations is to develop creativity of the younger generation. 相似文献