華人學生創造力的發掘與培育

Enticing the Crouching Tiger and Awakening the Hidden Dragon: Recognizing and Nurturing Creativity in Chinese Students

吳靜吉(Jing-Jyi Wu)

《應用心理研究》 15期 (2002/09) Pp. 17-42

摘要

亞洲華人社會的政府和民間，幾乎同步強調創造力教育的重要性，但為什麼華人學生的創造力仍然還在臥虎待啟、藏龍待醒的階段呢？其原因可能在於華人社會過份強調IQ而忽略創造力；重視外在動機而忽略內在動機；強調知識來自權威的傳授，而忽略意義的主動建構；强調競爭表現、單打獨鬥，忽略團隊合作、知識分享；强調考試結果，忽略學習過程；重視紙筆測驗、記憶背誦，忽略真實評量、多元表現；支持乖男巧女、標凖答案，排斥好奇求變、獨立思考；重視創造知識的傳授，忽略創造歷程的體驗；強調努力認真，忽略樂在其中；重視言教要求，忽略潛移默化；重視學科本位，忽略課程整合。那麼，如何發掘華人學生的創造力呢？作者建議從學生的多元成就發掘創意；重視具有華文特色的創造歷程評量；強調生活風格的評量；強調創意文化（包括動機氣候）的評估；重視守門人的影響。在培育華人學生的創造力方面，則可積極建立創造力的價值與態度；形塑創造的生活風格；以多元智慧為架構培育創造力；採取匯合取向或科際整合取向培育創造力；陶融創意文化；妥善選擇創意守門人；包容、尊重與支持多元團體與個別差異；強調創意歷程與樂在其中的體驗；將創造力融入各科教學與課程統整；創造力相關技巧與特定領域創造技巧並重；同時重視多元與真實、個別與團體、歷程與產品的評量；並謹記「上行下效」比「掌控管教」更有效。

關鍵字

創造力 ； 華人學生 ； 創造力教育

並列摘要

In Chinese societies throughout Asia, both governments and the private sectors are stressing the importance of recognizing and nurturing creativity in students. This implies that creativity in Chinese students is still undiscovered and under-developed. Why? The author argues that education policy and practice in almost every Chinese society neglect and/or discourage students' curious exploration and independent thinking, intrinsic motivation, and other nine factors that are conducive to creativity. Drawing on research in Taiwan, the author suggests five ways to identify creativity in Chinese students and recommends that in order to nurture creativity, educators and researchers must: (l) create a goal structure that values creativity, (2) construct activities in a creative lifestyle, (3) employ multiple intelligence theory as a framework to cultivate creativity, (4) adopt the confluence approach and maintain interdisciplinary perspective to study creativity, (5)gradually shape a creative culture that allows informal and implicit learning of creative behavior, (6) select appropriate gatekeepers when necessary, (7) tolerate and respect diversity and individual differences, (8) create opportunities for experiential learning and flow experiences, (9) infuse creativity into the curriculum and make use of project-based learning, (10) teach both creativity-relevant skills and domain-relevant skills, (11) emphasize both multiple and authentic assessment of individuals, teams, and (12) always remember that mentoring is more effective than controlling.

並列關鍵字

creativity ； Chinese students ； creativity education