International Open Access Journal Platform

创造力的培养-- 基于课程生态学的视角

The Cultivation of Creativity —Based on the Perspective of Classroom Ecosystem

Education Study / 2024,6(2): 392-398 / 2024-05-13 325 384

View Download PDF

• Authors: 叶小月
• Information:

  安徽师范大学教育科学学院，芜湖

• Keywords:
  Creativity; Classroom Ecosystem; The Creativity Fostering Teacher Behavior Scale
  创造力; 课堂生态学; 创造力培养教师指标量表
• Abstract: Students are the key drivers of social development. Universities around the world have been trying to cultivate their students’ skills, such as creativity, critical thinking and problem solving to facing the probable challenges during the fourth industrial revolution. Most of the existing research of creativity focus on individual personality variables, despite of these significance, the practical advice for educators is very limited. This article is based on the perspective of classroom ecosystem to explore the communication space between teachers and students as a symbiotic micro-ecosystem aiming at discovering a creativity developing friendly classroom environment in teaching between teachers and students, students and students, also between they and their teaching environment, and guiding teachers to create a learning environment suitable for cultivating students’ creativity. Moreover, this article proposed to assess whether teachers have really created such an environment to develop students’ creativity according to The Creativity Fostering Teacher Behavior Scale (CFTIndex). This paper tries to support the teachers’ practice activities of creativity cultivating, and provides the corresponding guiding strategies, combined with the local situation of the curriculum activities to build a more theoretical and practical meaning of the creativity research system. 学生是社会发展的关键驱动力。世界各地的大学一直在努力培养学生的技能，如创造力、批判性思维和问题解决能力，以应对可能出现在第四次工业革命中的挑战。创造力领域的现有研究大多集中在个人的人格变量上，这些变量虽然重要，但为教育者提供实用建议的作用却很有限。本文基于课堂生态学的视角，探讨教师与学生之间的交流空间作为一个共生的微型生态系统，旨在寻找课堂教学中师生之间、生生之间以及他们与教学环境之间的有利于学生创造力培养的课堂环境，并指导教师创设适合培养学生创造力的学习环境。同时提出根据创造力培养教师指标量表（CFTIndex）来评估教师是否真正创设了这样一个有利于学生创造力发展的环境。本文力图支持教师的创造性培养实践活动，并提供相应的策略指导，结合本土情境的课程活动来构建更加具有理论意义和实践意义的创造力研究体系。
• DOI: https://doi.org/10.35534/es.0602055
• Cite: 叶小月．创造力的培养——基于课堂生态学的视角［J］．教育研讨，2024，6（2）：392-398．