华东师范大学学报(教育科学版) ›› 2024, Vol. 42 ›› Issue (1): 1-23.doi: 10.16382/j.cnki.1000-5560.2024.01.001
• 特稿 • 下一篇
戴耘
接受日期:
2023-10-11
出版日期:
2024-01-01
发布日期:
2023-12-28
David Yun Dai
Accepted:
2023-10-11
Online:
2024-01-01
Published:
2023-12-28
摘要:
拔尖创新人才的培养是一个现实而又紧迫的话题,但关于什么是“拔尖创新人才”,如何选拔和培养这类人才,尚缺乏成熟的理论准备和实践引导。本文旨在对创新潜能、发展、成就的理论以及对应的识别、培养、文化支持等社会实践做一个系统概要的阐述。首先,在拔尖创新人才的界定上,本文提出了创新的五种形态和创新人才的两种不同类型。第二,在创新人才的识别问题上,本文提出了基于人才动态发展观并结合“总体筛选”和“个体考察”的人才识别模式。第三,在发展和培养问题上,本文提出兼顾成长阶段和领域具体性同时突出“探索未知”和“开放性”的培养模式。第四,在创新成就的文化支持上,本文探讨了如何在创新实践中营造兼容认知多样性和鼓励自由探索的生态环境。第五,本文进一步针对现有教育体制提出了五个实践策略上的着眼点。最后,关于教育实践的政策导向,本文提出了四个基本原则和四种认知误区。
戴耘. 拔尖创新人才培养的理论基础和实践思路[J]. 华东师范大学学报(教育科学版), 2024, 42(1): 1-23.
David Yun Dai. Theoretical Foundations and Practical Strategies of Developing Creative Talent[J]. Journal of East China Normal University(Educational Sciences), 2024, 42(1): 1-23.
褚宏启. 英才教育的争议分析与政策建构: 我国英才教育的转型升级 教育研究 2022 12 113 129 褚宏启. (2022). 英才教育的争议分析与政策建构: 我国英才教育的转型升级. 教育研究,(12),113—129. | |
贾雷德•戴蒙德. (2006). 枪炮、病菌与钢铁(谢延光译). 上海: 上海译文出版社. | |
戴耘. (2013). 超常能力的本质和培养. 上海: 华东师范大学出版社. | |
戴耘. 教育心理学的危机: 挑战和定位 华东师范大学学报(教育科学版) 2022 11 4 24 戴耘. (2022). 教育心理学的危机: 挑战和定位. 华东师范大学学报(教育科学版),(11),4—24. | |
戴耘. (in press). 人才学展望. 上海: 上海教育出版社. | |
戴耘, 蔡金法(主编). (2013). 英才教育在美国. 杭州: 浙江教育出版社. | |
戴耘, 付艳萍. (2019). 美国精英高中基因解析. 上海: 华东师范大学出版社. | |
尤瓦尔•赫拉利. (2018). 人类简史(林俊宏译). 北京: 中信出版社. | |
胡卫平, 辛兵(主编). (2023). 科技创新后备人才成长规律研究. 上海: 上海科技教育出版社. | |
托马斯•库恩. (1981) . 必要的张力: 科学的传统和变革论文选(纪树立等译). 福州: 福建人民出版社. | |
兰祖利, 瑞斯. (2000). 丰富教学模式: 一本关于优质教育的指导书(华华译). 上海: 华东师范大学出版社. | |
Nickerson, R. S. (2013). 如何挫抑课堂里的创造性思维. R. A. Beghetto, & J. C. Kaufman (主编). 培养学生的创造力(第5—9页). 上海: 华东师范大学出版社. | |
施一公. (2023a). 关于自主培养拔尖创新人才的思考. 中国基础教育, 8, 11—14 | |
施一公. (2023b). 自我突围: 向理想前行. 北京: 中信出版集团; 郑州: 大象出版社. | |
石中英. (2023). 拔尖创新人才不是“拔”出来的, 而是自己“长”出来的. 中国教育报, 2023年7月18日第四版. | |
Sternberg, R. J. (2013). 如何进行创造力教学. Beghetto, R. A.& Kaufman, J. C. (主 编). 培养学生的创造力(第362—382页). 上海: 华东师范大学出版社. | |
王勇, 杜学元. 斯坦福大学产学研一体化模式的启示 教育与现代化 2005 1 24 26 王勇, 杜学元. (2005). 斯坦福大学产学研一体化模式的启示. 教育与现代化,1,24—26. | |
许成钢. (2023). 访谈许成钢: 追逐顶尖杂志和一流大学, 可能误导了中国的科学研究. 知识分子(公众号刊物), 2023.6. 27. | |
赵勇. 国际拔尖创新人才培养的新理念与新趋势 华东师范大学学报(教育科学版) 2023 5 1 15 赵勇. (2023). 国际拔尖创新人才培养的新理念与新趋势. 华东师范大学学报(教育科学版),(5),1—15. | |
朱清时. (2023). 中国教育弊病, 在于选拔而非培养人才. 外滩教育(公众号), 2023.8. 1. | |
朱源. (2023). 如何发现和培养高端创新型人才(零一国际创新教育论坛发言摘要). 零一论坛(公众号), 2023-08-23. | |
Ackerman, P. L. Nonsense, common sense, and science of expert performance: Talent and individual differences Intelligence 2014 45 6 17 Ackerman, P. L. (2014). Nonsense, common sense, and science of expert performance: Talent and individual differences. Intelligence, 45, 6—17.
doi: 10.1016/j.intell.2013.04.009 |
|
Allport, G. W. (1937). Patterns and growth in personality. New York: Holt, Rinehart & Winston. | |
Baer, J. (2022). There is no such thing as creativity: How Plato and the 20th century psychology have misled us. Cambridge University Press. | |
Barron, B. Interest and self-sustained learning as catalysts of development: A learning ecology perspective Human Development 2006 49 4 193 224 Barron, B. (2006). Interest and self-sustained learning as catalysts of development: A learning ecology perspective. Human Development, 49(4), 193—224.
doi: 10.1159/000094368 |
|
Borland, J. H. (2014). Identification of gifted students. In J. A. Plucker & C. M. Callahan (Eds. ), Critical issues and practices in gifted education: What the research says (2 ed., pp. 323−342). Prufrock Press. | |
Bronfenbrenner, U., & Ceci, S. J. Nature-nurture reconceptualized in developmental perspective: A bio-ecological model Psychological Review 1994 101 568 586 Bronfenbrenner, U., & Ceci, S. J. (1994). Nature-nurture reconceptualized in developmental perspective: A bio-ecological model. Psychological Review, 101, 568—586.
doi: 10.1037/0033-295X.101.4.568 |
|
Bruner, J. (1996). The culture of education. Harvard University Press. | |
Cheng, H., Dai, D. Y., Yang, P., Cheng, H., & Zhang, J. QEOSA: Testing a pedagogical model of creative problem solving for preschool children Creativity Research Journal 2021 33 388 398 Cheng, H., Dai, D. Y., Yang, P., Cheng, H., & Zhang, J. (2021). QEOSA: Testing a pedagogical model of creative problem solving for preschool children. Creativity Research Journal, 33, 388—398.
doi: 10.1080/10400419.2021.1913558 |
|
Csikszentmihalyi, M. (1996). Creativity: Flow and the psychology of discovery and invention. HarperCollins. | |
Dai, D. Y. Why the transformation metaphor doesn’t work well: A comment on Gagné’s DMGT model High Ability Studies 2004 15 157 159 Dai, D. Y. (2004). Why the transformation metaphor doesn’t work well: A comment on Gagné’s DMGT model. High Ability Studies, 15, 157—159.
doi: 10.1080/1359813042000314727 |
|
Dai, D. Y. (2005). Reductionism versus emergentism: A framework for understanding conceptions of giftedness. Roeper Review, 144-151. | |
Dai, D. Y. (2010). The nature and nurture of giftedness: A new framework for understanding gifted education. Columbia University Teachers College Press. | |
Dai, D. Y., Tan, X., Marathe, D., Valtcheva, A., Pruzek, R. M., & Shen, J.. Influences of social and educational environments on creativity during adolescence: Does SES matter? Creativity Research Journal 2012 24 23 191 199 Dai, D. Y., Tan, X., Marathe, D., Valtcheva, A., Pruzek, R. M., & Shen, J. (2012). Influences of social and educational environments on creativity during adolescence: Does SES matter?. Creativity Research Journal, 24(23), 191—199. | |
Dai, D. Y. (2013). How advances in gifted education contribute to innovation education, and vice versa. In L. Shavinina (ed. ), International handbook on innovation education. (pp. 52−67). Routledge. | |
Dai, D. Y. Envisioning a new foundation for gifted education: Evolving Complexity Theory (ECT) of talent development Gifted Child Quarterly 2017 61 172 182 Dai, D. Y. (2017). Envisioning a new foundation for gifted education: Evolving Complexity Theory (ECT) of talent development. Gifted Child Quarterly, 61, 172—182.
doi: 10.1177/0016986217701837 |
|
Dai, D. Y. (2018). A century of quest for identity: A history of giftedness. In S. Pfeiffer (Ed. ), The APA handbook on giftedness and talent (pp. 3−23). American Psychological Association Press. | |
Dai, D. Y. , Cheng, H. , & Yang, P. (2019). QEOSA: A pedagogy that harnesses cultural resources to foster creative problem solving. Frontiers in Psychology, 10 (Article 433). | |
Dai, D. Y. (2021). Evolving Complexity Theory (ECT) of talent development: A new vision for gifted and talented education. In R. J. Sternberg, & D. Ambrose (Eds.). Conceptions of giftedness and talent (pp. 99−121). Palgrave. | |
Dai, D. Y. (in press). The nature and nurture of talent: A new foundation for education and optimal human development. Cambridge University Press. | |
Dai, D. Y. & Chen, F. (2014). Paradigms of gifted education: A guide to theory-based, practice-focused research. Prufrock Press. | |
Dai, D. Y. & David, H. (in press). Comparing gifted and talented education in China and Israel: Culture, policy, and practice. Review of Education. | |
Dai, D, Y., & Li, X. (2020). Behind an accelerated scientific research career: Dynamic interplay of endogenous and exogenous forces in talent development. Education Sciences 10.220. | |
Dai, D. Y., & Li, X.. A multi-case study of accelerated STEM trajectories: Matthew effects re-examined Gifted Education International 2023 39 2 148 167 Dai, D. Y., & Li, X. (2023). A multi-case study of accelerated STEM trajectories: Matthew effects re-examined. Gifted Education International, 39(2), 148—167. | |
Dai, D. Y. , & Niu, W. (2023). Looking at intelligence, creativity, and wisdom in the Chinese way: A Troika Model of mind power. In R. J. Sternberg, J. C. Kaufman, & S. Karami (Eds. ), Intelligence, creativity, and wisdom: Exploring their connections and distinctions (pp. 79−102). Palgrave/MacMillan. | |
Dai, D. Y., & Renzulli, J. S. Snowflakes, living systems, and the mystery of giftedness Gifted Child Quarterly 2008 52 114 130 Dai, D. Y., & Renzulli, J. S. (2008). Snowflakes, living systems, and the mystery of giftedness. Gifted Child Quarterly, 52, 114—130.
doi: 10.1177/0016986208315732 |
|
Dai, D. Y., & Steenbergen-Hu, S. Special Class for the Gifted Young: A 34-year experimentation with early college entrance programs in China Roeper Review 2015 37 9 18 Dai, D. Y., & Steenbergen-Hu, S. (2015). Special Class for the Gifted Young: A 34-year experimentation with early college entrance programs in China. Roeper Review, 37, 9—18.
doi: 10.1080/02783193.2014.975882 |
|
Dai, D. Y., Steenbergen-Hu, S., & Zhou, Y. Cope and Grow: A grounded theory approach to early college entrants’ lived experiences and changes in a STEM program Gifted Child Quarterly 2015 59 75 90 Dai, D. Y., Steenbergen-Hu, S., & Zhou, Y. (2015). Cope and Grow: A grounded theory approach to early college entrants’ lived experiences and changes in a STEM program. Gifted Child Quarterly, 59, 75—90.
doi: 10.1177/0016986214568719 |
|
Dai, D. Y., & Sternberg, R. J. (2004). Beyond cognitivism: Toward an integrated understanding of intellectual functioning and development. In D. Y. Dai & R. J. Sternberg (Eds. ), Motivation, emotion, and cognition: Integrative perspectives on intellectual functioning and development (pp. 3−38). Lawrence Erlbaum. | |
Dai, D. Y. , & Sternberg, R. J. (Eds. ) (2021). Scientific inquiry into human potential: Historical and contemporary perspectives across disciplines. Routledge. | |
Dai, D. Y., & Zhao, Y. (2020). In search of explanation for an East Asian approach-avoidance pattern of achievement motivation. In S. Smith (Ed. ), The Australian-Pacific handbook of gifted education. Springer. | |
Dampier, W. C. (1966). A history of science, and its relations with philosophy and religion (pp. 102−108). Cambridge University Press. | |
Duckworth, A. (2016). Grit: The power of passion and perseverance. Scribner. | |
Dunbar, K. (1997). How scientists think: On-line creativity and conceptual change in science. In T. B. Ward, S. M. Smith & J. Vaid (Eds. ), Creative thought: an investigation of conceptual structures and processes (pp. 461−493). American Psychological Association. | |
Feldman, D. H. (1994). Beyond universals in cognitive development (second ed. ). Norwood, NJ: Ablex. | |
Finke, R. A. , Ward, T. B. , & Smith, S. M. (1992). Creative cognition: Theory, research, and applications. The MIT Press. | |
Gagné, F. (2020). Differentiating giftedness from talent: The DMGT perspective on talent development. Routledge. | |
Galton, F. (1869). Hereditary genius: An inquiry into its laws and consequences. Macmillan. | |
Gee, J. P. (2007). What video games have to teach us about learning and literacy. Palgrave/Mamillan. | |
Glăveanu, V. P. Creativity as a sociocultural act Journal of Creative Behavior 2015 49 3 165 180 Glăveanu, V. P. (2015). Creativity as a sociocultural act. Journal of Creative Behavior, 49(3), 165—180. | |
Glăveanu, V., Lubart, T., Bonnardel, N., Botella, M., De Biaisi, P. M., Desainte-Catherine, M., . . . & Zenasni, F. (2013). Creativity as action: Findings from five creative domains. Frontiers in Psychology, 176. | |
Gruber, H. E. (1986). The self-construction of the extraordinary. In R. J. Sternberg & J. E. Davidson (Eds. ), Conceptions of giftedness (pp. 247−263). Cambridge University Press. | |
Guilford, J. P. Creativity American Psychologist 1950 5 444 454 Guilford, J. P. (1950). Creativity. American Psychologist, 5, 444—454.
doi: 10.1037/h0063487 |
|
Guilford, J. P. The structure of intellect Psychological Bulletin 1956 53 4 267 293 Guilford, J. P. (1956). The structure of intellect. Psychological Bulletin, 53(4), 267—293.
doi: 10.1037/h0040755 |
|
Hertzog, N. B., & Chung, R. U. Outcomes for students on a fast track to college: Early college entrance program programs at the University of Washington Roeper Review 2015 37 39 49 Hertzog, N. B., & Chung, R. U. (2015). Outcomes for students on a fast track to college: Early college entrance program programs at the University of Washington. Roeper Review, 37, 39—49.
doi: 10.1080/02783193.2014.976324 |
|
Holton, G. (1981). Thematic presuppositions and the direction of scientific advance. In A. F. Heath (Ed. ), Scientific explanation (pp. 1−27). Clarendon Press. | |
Holton, G. (1988). The thematic origins of scientific thought. Harvard University Press. | |
Kagan, J. (2002). Surprise, uncertainty, and mental structures. Harvard University Press. | |
Kaufman, J. C., & Beghetto, R. A. Beyond big and little: The four C model of creativity Review of General Psychology 2009 13 1 12 Kaufman, J. C., & Beghetto, R. A. (2009). Beyond big and little: The four C model of creativity. Review of General Psychology, 13, 1—12.
doi: 10.1037/a0013688 |
|
Kelso, J. A. S. (2000). Principles of dynamic pattern formation and change for a science of human behavior. In L. R. Bergman, R. B. Cairns, L. -G. Nilsson, & L. Nystedt (Eds. ), Developmental science and the holistic approach. Lawrence Erlbaum. | |
Klahr, D., & Simon, H. A. Studies of scientific discovery: Complementary approaches and convergent findings Psychological Bulletin 1999 125 524 543 Klahr, D., & Simon, H. A. (1999). Studies of scientific discovery: Complementary approaches and convergent findings. Psychological Bulletin, 125, 524—543.
doi: 10.1037/0033-2909.125.5.524 |
|
Labouvie-Vief, G. (1990). Wisdom as integrated thoughts: Historical and developmental perspectives. In R. J. Sternberg (Ed. ), Wisdom: Its nature, origins, and development (pp. 52−83). Cambridge University Press. | |
Lehman, H. C. (1953). Age and achievement. Princeton University Press. | |
Lewis, M. D. The promise of dynamic systems approaches for an integrated account of human development Child Development 2000 71 36 43 Lewis, M. D. (2000). The promise of dynamic systems approaches for an integrated account of human development. Child Development, 71, 36—43.
doi: 10.1111/1467-8624.00116 |
|
Lubinski, D., & Benbow, C. P. Study of mathematically precious youth after 35 years Perspectives on Psychological Science 2006 1 316 345 Lubinski, D., & Benbow, C. P. (2006). Study of mathematically precious youth after 35 years. Perspectives on Psychological Science, 1, 316—345.
doi: 10.1111/j.1745-6916.2006.00019.x |
|
Lubinski, D. & Benbow, C. P.. Intellectual precocity: What have we learned since Terman? Gifted Child Quarterly 2021 65 3 28 Lubinski, D. & Benbow, C. P. (2021). Intellectual precocity: What have we learned since Terman?. Gifted Child Quarterly, 65, 3—28. | |
Mayer, R. E. (2005). The scientific study of giftedness. In R. J. Sternberg & J. E. Davidson (Eds. ), Conceptions of giftedness (2 ed. , pp. 437−447). Cambridge University Press. | |
Murray, C. (2003). Human accomplishments: The pursuit of excellence in the arts and sciences, 800 B. C. to 1950. HarperCollinsPublisher. | |
Newell, A. , & Simon, H. A. (1972). Human problem solving. Prentice-Hall. | |
Ohlsson, S. (2011). Deep learning: How the mind overrides experience. Cambridge University Press. | |
Page, S. E. (2007). The difference: How the power of diversity creates better groups, firms, schools, and societies. Princeton University Press. | |
Pang, W., & Plucker, J. A. Recent transformations in China's economic, social, and education policies for promoting innovation and creativity Journal of Creative Behavior 2012 46 247 273 Pang, W., & Plucker, J. A. (2012). Recent transformations in China's economic, social, and education policies for promoting innovation and creativity. Journal of Creative Behavior, 46, 247—273.
doi: 10.1002/jocb.17 |
|
Piaget, J. (1950/2001). The psychology of intelligence. Routledge. | |
Pink, D. H. (2006). A whole new mind: Why right-brainers will rule the future. The Penguin Group. | |
Plucker, J. A. , & Beghetto, R. A. (2004). Why Creativity Is Domain General, Why It Looks Domain Specific, and Why the Distinction Does Not Matter. In R. J. Sternberg, E. L. Grigorenko, & J. L. Singer (Eds. ), Creativity: From potential to realization (pp. 153–167). American Psychological Association. | |
Polanyi, M. (1958). Personal knowledge: Toward a post-critical philosophy. University of Chicago Press. | |
Renzulli, J. S. (1986). The three-ring conception of giftedness: A developmental model for creative productivity. In R. J. Sternberg & J. E. Davidson (Eds. ), Conceptions of giftedness (pp. 53−92). Cambridge University Press. | |
Renzulli, R. S. (2005). The three-ring conception of giftedness: A developmental model for promoting creative productivity. In R. J. Sternberg & J. E. Davidson (Eds. ), Conceptions of giftedness (2 ed. , pp. 98−119). Cambridge University Press. | |
Renzulli, J. S. , & Dai, D. Y. (2003). Gifted and talented education. In J. W. Guthrie (Ed. ), The encyclopedia of education (2nd ed. ) (pp. 930−936). Macmillan Reference. | |
Robinson, K. (2015). Creative schools: The grassroots revolution that’s transforming education. Penguin Books. | |
Roe, A. A psychological study of study of eminent psychologists and anthropologists, and a comparison with biological and physical scientists Psychological Monographs 1953 67 2 212 224 Roe, A. (1953). A psychological study of study of eminent psychologists and anthropologists, and a comparison with biological and physical scientists. Psychological Monographs, 67(2), 212—224. | |
Rogers, K. B. Lessons learned about educating the gifted and talented Gifted Child Quarterly 2007 51 382 396 Rogers, K. B. (2007). Lessons learned about educating the gifted and talented. Gifted Child Quarterly, 51, 382—396.
doi: 10.1177/0016986207306324 |
|
Rogoff, B. (2003). The cultural nature of human development. Oxford University Press. | |
Runco, M. (2010). Education based on a parsimonious theory of creativity. In R. A. Beghetto & J. C. Kaufman (Eds. ), Nurturing creativity in the classroom (pp. 235−251). Cambridge University Press. | |
Sawyer, R. K. (2003). Emergence in creativity and development. In R. K. Sawyer, V. John-Steiner, S. Moran, R. J. Sternberg, D. H. Feldman, J. Nakamura & M. Csikszentmihayi (Eds. ), Creativity and development (pp. 12−60). Oxford University Press. | |
Sawyer, R. K. (2012). Explaining creativity: The science of human innovation (2nd ed. ). Oxford University Press. | |
Shavinina, L. Explaining high abilities of Nobel laureates High Ability Studies 2004 15 243 254 Shavinina, L. (2004). Explaining high abilities of Nobel laureates. High Ability Studies, 15, 243—254.
doi: 10.1080/1359813042000314808 |
|
Simonton, D. K.. Age and outstanding achievement: What do we know after a century of research? Psychological Bulletin 1988 104 251 267 Simonton, D. K. (1988). Age and outstanding achievement: What do we know after a century of research?. Psychological Bulletin, 104, 251—267. | |
Simonton, D. K. Creative productivity: A predictive and explanatory model of career trajectories and landmarks Psychological Review 1997 104 66 89 Simonton, D. K. (1997). Creative productivity: A predictive and explanatory model of career trajectories and landmarks. Psychological Review, 104, 66—89.
doi: 10.1037/0033-295X.104.1.66 |
|
Simonton, D. K. Scientific talent, training, and performance: Intellect, personality, and genetic endowment Review of General Psychology 2008 12 28 46 Simonton, D. K. (2008). Scientific talent, training, and performance: Intellect, personality, and genetic endowment. Review of General Psychology, 12, 28—46.
doi: 10.1037/1089-2680.12.1.28 |
|
Simonton, D. K. (2018). From giftedness to eminence: Developmental landmarks across the lifespan. In S. I. Pfeiffer (Ed. ), APA handbook of giftedness and talent (pp. 273−285). American Psychological Press. | |
Simonton, D. K.. The Blind-Variation and Selective-Retention Theory of Creativity: Recent Developments and Current Status of BVSR Creativity Research Journal 2022 35 304 323 Simonton, D. K. (2022). The Blind-Variation and Selective-Retention Theory of Creativity: Recent Developments and Current Status of BVSR. Creativity Research Journal, 35, 304—323. | |
Spearman, C. “General intelligence”, objectively determined and measured American Journal of Psychology 1904 15 201 292 Spearman, C. (1904). “General intelligence”, objectively determined and measured. American Journal of Psychology, 15, 201—292.
doi: 10.2307/1412107 |
|
Steenbergen-Hu, S., Makel, M. C., & Olszewski-Kubilius, P. What one hundred years of research say about the effects of ability grouping and acceleration on K-12 students’ academic achievement: Findings of two second-order meta-analyses Review of Educational Research 2016 86 849 899 Steenbergen-Hu, S., Makel, M. C., & Olszewski-Kubilius, P. (2016). What one hundred years of research say about the effects of ability grouping and acceleration on K-12 students’ academic achievement: Findings of two second-order meta-analyses. Review of Educational Research, 86, 849—899.
doi: 10.3102/0034654316675417 |
|
Sternberg, R. J. (1996a). Costs of expertise. In K. A. Ericsson (Ed. ), The road to excellence: The acquisition of expert performance in the arts and sciences, sports and games (pp. 347−354). Lawrence Erlbaum. | |
Sternberg, R. J. (1996b). Successful intelligence. New York: Simon & Schuster. | |
Sternberg, R. J. A propulsion model of types of creative contributions Review of General Psychology 1999 3 83 100 Sternberg, R. J. (1999). A propulsion model of types of creative contributions. Review of General Psychology, 3, 83—100.
doi: 10.1037/1089-2680.3.2.83 |
|
Sternberg, R. J. , & Lubart, T. I. (1995). Defying the crowd: Cultivating creativity in a culture of conformity. Free Press. | |
Tannenbaum, A. J. (1983). Gifted children: Psychological and educational perspectives. Macmillan. | |
Tannenbaum, A. J. (1986). Giftedness: A psychosocial approach. In R. J. Sternberg & J. E. Davidson (Eds. ), Conceptions of giftedness (pp. 21−52). Cambridge University Press. | |
Torrance, E. P. (1963). Education and the creative potential. The University of Minnesota Press. | |
Torrance, E. P. Predictive validity of the Torrance Tests of Creative Thinking Journal of Creative Behavior 1972 6 236 252 Torrance, E. P. (1972). Predictive validity of the Torrance Tests of Creative Thinking. Journal of Creative Behavior, 6, 236—252.
doi: 10.1002/j.2162-6057.1972.tb00936.x |
|
VanTassel-Baska, J. (2005). Domain-specific giftedness. In R. J. Sternberg & J. E. Davidson (Eds. ), Conceptions of Giftedness (2nd ed. ). Cambridge University. | |
VanTassel-Baska, J. (2013). From creativity education to innovation education: What will it take. In L. Shavinina (ed. ), International handbook on innovation education. (pp. 111−127). Routledge. | |
VanTassel-Baska, J., & Brown, E. F. Toward Best Practice: An Analysis of the Efficacy of Curriculum Models in Gifted Education Gifted Child Quarterly 2007 51 4 342 358 VanTassel-Baska, J., & Brown, E. F. (2007). Toward Best Practice: An Analysis of the Efficacy of Curriculum Models in Gifted Education. Gifted Child Quarterly, 51(4), 342—358.
doi: 10.1177/0016986207306323 |
|
Winner, E. (1996). Gifted children: Myths and realities. Basic Books. | |
Zuckerman, H. (1983). The scientific elite: Nobel laureates’ mutual influences. In R. S. Albert (Ed. ), Genius and eminence: The social psychology of creativity and exceptional achievement (pp. 241−252). Pergamon Press. |
[1] | 金金, 程天君. 普职分流政策的变迁:脉络、结构与逻辑[J]. 华东师范大学学报(教育科学版), 2023, 41(6): 26-37. |
[2] | 赵勇. 国际拔尖创新人才培养的新理念与新趋势[J]. 华东师范大学学报(教育科学版), 2023, 41(5): 1-15. |
[3] | 张礼永. 师资培养:高师还是大学?——以高师教育分区制为中心的考察(1902—1952)[J]. 华东师范大学学报(教育科学版), 2023, 41(5): 113-126. |
[4] | 谢晨, 杨秀秀. 教育扩大中等收入群体的初步证据[J]. 华东师范大学学报(教育科学版), 2023, 41(10): 27-39. |
[5] | 李毅, 李纪阳. 社会博弈与公共理性:义务教育“公民同招”的治理逻辑与路径[J]. 华东师范大学学报(教育科学版), 2022, 40(8): 115-126. |
[6] | 李曼丽, 王金羽, 郑泉水, 徐芦平. 新时期本科教育拔尖创新人才培养模式探索——一项关于清华“钱班”12年试点的质性研究[J]. 华东师范大学学报(教育科学版), 2022, 40(8): 31-43. |
[7] | 祁占勇, 杜越. 什么是好的教育政策执行效果的评估[J]. 华东师范大学学报(教育科学版), 2022, 40(2): 29-42. |
[8] | 卢晓东. 适应、重混与涌现:新时代第二学士学位教育的定位与定性[J]. 华东师范大学学报(教育科学版), 2022, 40(10): 1-16. |
[9] | 卢晓东. 劳动教育与创新:从工具视角开敞的意蕴[J]. 华东师范大学学报(教育科学版), 2021, 39(1): 94-106. |
[10] | 朱洪洋. 隐念与执行者:教育政策执行研究新进路[J]. 华东师范大学学报(教育科学版), 2019, 37(6): 131-136. |
[11] | 项贤明. 七十年来我国两轮“减负”教育改革的历史透视[J]. 华东师范大学学报(教育科学版), 2019, 37(5): 67-79. |
[12] | 邵泽斌. 如何对待教育政策的内在性缺陷[J]. 华东师范大学学报(教育科学版), 2018, 36(2): 101-109+157. |
[13] | 褚宏启. 中国教育发展方式的转变:路径选择与内生发展[J]. 华东师范大学学报(教育科学版), 2018, 36(1): 1-14+159. |
[14] | 祁占勇, 王佳昕, 安莹莹. 我国职业教育政策的变迁逻辑与未来走向[J]. 华东师范大学学报(教育科学版), 2018, 36(1): 104-111+164. |
[15] | 王景, 张学强. 国民政府时期推行边疆教育政策的背景刍议[J]. 华东师范大学学报(教育科学版), 2012, 30(2): 90-96. |
阅读次数 | ||||||
全文 |
|
|||||
摘要 |
|
|||||