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1、Cultivating Creativity in American Schools 美国学校如何 培养创造力Dr. Michael E. Spagna Dean 斯巴格纳博士 Michael D. Eisner College of Education 加州州大教育学院院长October 10-18, 2014What Is Creativity?什么是创造力？In its most basic sense, creative means “original and of high quality” (Perkins, 1981, p. 6).最基本的解释是，创造意味着“原创和高质量”。Pr
2、obably the foremost characteristic of creative students is that they put things together in new ways (Brookhart, 2010)有创造力的学生最突出的特点很可能是他们用新方法做事。Chinese definition 中国人对创造力的定义What is the definition of creativity in Chinese culture and education?中国文化和教育里对创造力的定义是什么？Invite the audience to think about thi
3、s for Q lose and you are the outcast. 成者为王，败者为寇。CSUN alumnus and science teacher Wei Zhen was the only Chinese judge at the 2014 Destination Imagination Global Finals. He has engaged in the teaching of creativity in Chinese schools for many years and was interviewed by CCTV at the Finals. He observe
4、d the differences in views on making mistakes between the Chinese and the Americans.Wei said that the Chinese, from adults to children, are all very much afraid of making mistakes. If you make a mistake, you can lose your opportunity and there is no second chance. But Americans are different. They v
5、iew making mistakes as a natural step towards success. When you make a mistake, you will eliminate one wrong way, and you may succeed next time. If you are wrong again, you can eliminate another mistake. Wei views such attitude as critical to the development of imagination and creativity.CSUN校友、人大附小
6、科学教师魏桢是2014 “目的地想象 全球大赛”的唯一中国评委。 他多年从事创新教育，在 CCTV采访中说：中国从大人到小孩都很怕犯错。你错了， 就没有下一次了。但美国人不是这样的。你错了只是排除 一个错的方法，下次可能就是成功的。下次再错再排除一 个。这对培养想象力和创造力是最关键的一点。A Rubric for Creativity 创造力解析图 (Brookhart, 2013)Very Creative 很有创造力Creative 有创造力Ordinary/Routine 按部就班Imitative 模仿 Variety of ideas and contexts 思想与其所代表的概念
7、 的各种背景和科目Ideas represent a startling variety of important concepts from different contexts or disciplines.Ideas represent important concepts from different contexts or disciplines.Ideas represent important concepts from the same or similar contexts or disciplines.Ideas do not represent important con
8、cepts.Variety of sources 源头的类别Created product draws on a wide variety of sources, including different texts, media, resource persons, or personal experiences.Created product draws on a variety of sources, including different texts, media, resource persons, or personal experiences.Created product dra
9、ws on a limited set of sources and media.Created product draws on only one source or on sources that are not trustworthy or appropriate.Combining ideas 组合思想Ideas are combined in original and surprising ways to solve a problem, address an issue, or make something new.Ideas are combined in original wa
10、ys to solve a problem, address an issue, or make something new.Ideas are combined in ways that are derived from the thinking of others (for example, of the authors in sources consulted).Ideas are copied or restated from the sources consulted.Communicating something new 表达新事物Created product is intere
11、sting, new, or helpful, making an original contribution that includes identifying a previously unknown problem, issue, or purpose.Created product is interesting, new, or helpful, making an original contribution for its intended purpose (for example, solving a problem or addressing an issue).Created
12、product serves its intended purpose (for example, solving a problem or addressing an issue).Created product does not serve its intended purpose (for example, solving a problem or addressing an issue).Source: From How to Create and Use Rubrics for Formative Assessment and Grading (p. 54), by Susan M.
13、 Brookhart, 2013, Alexandria, VA: ASCD. Copyright 2013 by ASCD. Adapted with permission.Example from American classrooms to illustrate the rubric 举例美国课堂阐释创造力解析图For example, National Teacher of the Year & CSUN alumna, Rebecca Mieliwockis classroom is highly stimulating and has a strong emphasis on cu
14、ltivating creativity and student interests in learning (a short video or DVD).Creativity in the Schools学校里的创造力Sir Ken Robinson(TED Talk, 2007)Ken Robinsons renowned TED talk, “How Schools Kill Creativity,” has had 27 million views. To date, it is the most-watched TED talk of all time.罗宾森著名的TED演讲 “学校
15、怎样扼杀创造力”吸引了两千七 百万听众。是至今收视最高的TED演讲。Sir Ken Robinson (TED Talk, 2007)Prepare children to be wrong帮孩子们做好可以犯错的思想准备Failure is the mother of success失败乃成功之母Example 举例Classrooms Matter 教室很重要Stimulating Learning 激发学习Teaching and Learning 教与学Blooms Taxonomy布鲁纳的求知行为图 (Richard C. Overbaugh & Lynn Schultz, Old D
16、ominion University, 2014)In 1956, Benjamin Bloom headed a group of educational psychologists who developed a classification of levels of intellectual behavior important in learning. During the 1990s a new group of cognitive psychologists, lead by Lorin Anderson (a former student of Bloom), updated the taxonomy to reflect relevance to 21st century work.
