Integrating Creative Thinking Skills Pedagogies into a Higher Education Visual Arts Course     

Cheung On Tam 《The International Journal of Art & Design Education》2023,42(1):16-32

Although there has been increasing international emphasis on creativity in education, many creativity training programmes have focused on enhancing students' creative thinking skills with few studies on how these skills can be integrated into the teaching of subject disciplines. As a member of a Community of Practice project that ran from spring 2021 to summer 2022 at my university, I worked with ten university teachers from multiple disciplines to develop and implement instructional strategies to foster students' creative thinking skills. The paper documented the development, implementation and evaluation of creative thinking skills teaching strategies for a higher education course in visual arts. Both the development of the teaching strategies and the measurement of the impact on student learning have undergone vigorous research procedures and made reference to the existing literature. The effectiveness of the activities was assessed using multiple methods including the Torrance Test of Creative Thinking, a self-report inventory, and a focus group interview. The results indicated the new learning activities enhanced students' creative thinking skills. They also showed that creativity can be developed through teaching while revealing that playfulness, freedom and structure, group interactions, and problem-solving activities are beneficial for the development of creative thinking skills. Readers may better understand the different ways in which creative thinking skills instruction materials can be developed and incorporated into teaching of visual arts by making reference to the strategies suggested and the process of development in the paper.  相似文献   

The assessment of creativity for people with autism spectrum disorder     

Cheryl Maykel  James C. Kaufman 《Psychology in the schools》2023,60(2):401-407

The term “creativity” can conjure various ideas and meanings. It's no surprise that methods for measuring such a concept vary widely and are not without controversy. This is particularly true among people with autism spectrum disorder (ASD), who are a unique yet incredibly diverse group of individuals. This article provides an overview of the assessment of creativity among individuals with ASD. Findings among studies that have sought to determine whether individuals with ASD are more or less creative than their neurotypical peers are mixed, yet the authors propose that intentional development of creativity in all youth, including those with ASD, can be beneficial.  相似文献   

变革型领导对团队创造力的影响机制研究:团队反思与团队边界管理的中介作用     

徐兵  石冠峰 《科技管理研究》2014,(18)

团队创造力已成为新经济条件下企业获取竞争优势的根源。尽管已有研究发现变革型领导对团队创造力具有促进作用,但其中的具体作用机制并未得到充分诠释。基于文献研究和实际调研,构建包含变革型领导、团队反思、团队边界管理及团队创造力相关关系的理论模型。通过对30家高新技术企业的128个知识型团队的问卷调查研究,结果表明:变革型领导对团队创造力有积极影响;团队反思、团队边界管理在变革型领导与团队创造力之间具有部分中介作用;团队反思对团队边界管理有正向促进作用。因此,为提高团队创造力,领导不但要塑造自身的变革型领导风格,而且应实施团队边界管理,促进团队反思。  相似文献   

代际视角下领导对员工创造力的自证预言     

李姜锦  刘春林  李珏兴 《科研管理》2022,43(6):194-201

领导对员工创造力的期望是否会真的影响员工创造力？通过对112个工作团队分三阶段开展的问卷调研,发现工作场所中领导对员工创造力的期望能提高员工的心理授权进而提升员工创造性绩效,本研究运用自证预言理论对上述“期望效应”机制进行了探讨。研究结果还表明,员工对上级创造力期望的反应呈现出代际差异,领导表现出的这种期望效应会对以80后、90后为代表的新生代群体产生更大影响;对非新生代群体而言,期望效应并不显著。本文贡献在于,从创造力角度发现自证预言在工作情景中的直接证据,并指出这种效应并非普遍存在于不同代际群体。  相似文献   

浅谈儿童（三岁至六岁）创造力的培养     

黄静灵 《科教文汇》2014,(8):68-68,94

未来社会赋予教育的新任务和新要求是要培养出创造力高度发达的人才,培养创造型人才必须从娃娃开始。通过创设一个富感染力的物质环境、创设一个鼓励创造性的心理环境、建立良好的师生互动关系、在游戏及教育教学活动中培养幼儿的创造能力。  相似文献   

云南是一张烫金的语言名片和文化名片——评骆小所教授主编的《文化与语言:云南少数民族语言与汉语的语言文化比较研究》     

闵艳平 《楚雄师范学院学报》2011,26(2):26-29

骆小所教授主编的《文化与语言:云南少数民族语言与汉语的语言文化比较研究》,以调查、统计和比较为主要方法,以分析归纳和考证为辅助方法,对云南的语言重新进行了识别和确定,对云南的少数民族语言与汉族语言的语言文化进行了比较研究。在研究方法上有重大的创新,提出了一些重要的理论,具有重要的学术价值和出版价值。  相似文献   

男子竞技体操技术创新发展的规律性特征研究   总被引：6，自引：1，他引：5  

朱光辉 《体育科学》1997,(2)

通过对1985年～1993年国际体操竞赛规则中,D、E组动作在各项目中的分布情况和实现其创新方法、类型的分析、比较与归类统计,结合近年世界体操比赛创新发展的新动向,进行了历史的和发展的综合研究,探讨了70年代至90年代,男子竞技体操技术创新与发展的规律性特征。同时,对促进和引导竞技体操创造性发展的主要因素,及其技术创新应注意的基本特性作了理论性阐述。  相似文献   

试论体育大学生创造性思维能力的培养     

王小琴 《哈尔滨体育学院学报》2003,21(3)

针对当前体育大学生创造性思维能力低下的普遍现实,结合素质教育和创新教育的前沿成果,尝试提出体育大学生创新能力尤其是创造性思维能力培养的共性原则和个性思考,同时期望对创造性思维及其培养的研究有所贡献。  相似文献   

‘Surprise Me!’ The (im)possibilities of agency and creativity within the standards framework of history education     

Jennifer Clark  Adele Nye 《Educational Philosophy and Theory》2017,49(6):656-668

Abstract

In the current culture of regulation in higher education and, in turn, the history discipline, it is timely to problematize discipline standards in relation to student agency and creativity. This article argues that through the inclusion of a critical orientation and engaged pedagogy, historians have the opportunity to bring a more agentic dimension to the disciplinary conversation. Discipline standards privilege that arrogant historical moment in the higher education sector when certain skills development and knowledge creation becomes a hegemonic discourse. As a result, there is less emphasis on creativity, agency, and individual opportunities for the demonstration of the historical imagination at work. We need to ensure that the insights gained from teaching and learning practice and research are not lost in the rush to meet discipline standards through compliance.  相似文献   

Aesthetic experience and creativity in arts education: Ehrenzweig and the primal syncretistic perception of the child     

Alain Savoie 《Cambridge Journal of Education》2017,47(1):53-66

The pertinence and worth of arts in Quebec primary schools vary considerably from one institution and school administration to another. In this paper it is argued that well-integrated arts education would bring a large array of pedagogical benefits to students, not the least of which is the preservation and the development of aesthetic perception and creativity. Actually, teachers can rely on the syncretistic and amodal perception of the young child, a learning mode that is analogous to the aesthetic experience and fostered by art practices. The paper draws notably on Ehrenzweig and Winnicott to advocate that the school, through arts education, should preserve and make use of this precious perceptive faculty, and temper the educational bias that largely favours the logical or analytical mode of the child. It advocates for an essential developmental balance between the child’s intuitive and analytical faculties, a healthy equilibrium that arts education has the potential to instil. Children and society both have much to gain from the school’s fostering of arts education and aesthetic perception: children from their balanced development and society from future creative citizens’ contributions.  相似文献