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, 2014,What 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”。
2、Probably 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 abou
3、t this for Q&A later. 请听众考虑，Q&A时可讨论 Chinese conceptualization of creativity: Originality, innovation, observation, reflection, flexibility, imagination, intelligence, confidence, curiosity (Yue, 2001) 中国概念里的创造力：独创性、创新、观察力、思考力、灵活性、想象力、智力、自信与好奇心。,Chinese definition 中国人对创造力的定义,Hui (2010) reported: “In
4、mainland China, innovation is regarded as a synonym for creativityCreativity is synonymous with scientific and technological innovation and invention” (p.215,220)Hui (2010) 认为：在中国大陆，创新和创造力是一个同义词创造力与科学和技术上的创新和发明同义。,Stimulating Creative Thinking (Brookhart, 2013) 激发创造性思维,Brainstorming in any subject c
5、an be a creative activity. 任何学科里的“头脑风暴” 都能成为一种创造性的活动。Give an example of “brainstorm”, invite the audience to participate. 举一个关于头脑风暴的例子，邀请听众参与。,Brainstorming (Example) 头脑风暴（举例）,Stimulating Creative Thinking (Brookhart, 2013) 激发创造性思维,Assignments that require students to produce new ideas or reorganize
6、 existing ideas in a new way are likely to foster student creativity.要求学生发表新观点或者用新方式重组现有观点的作业可能培养学生的创造力。,Criteria for Creativity (Brookhart, 2010, pp. 128129) 衡量创造力的标准,衡量创造力的标准Recognize the importance of a deep knowledge base and continually work to learn new things. 认识到掌握大量知识的重要性并且不断努力学习新事物。Are ope
7、n to new ideas and actively seek them out. 乐于接受并主动寻求新思想。,Criteria for Creativity (Brookhart, 2010, pp. 128129)衡量创造力的标准,Find source material in a wide variety of media, people, and events. 广泛利用各种媒体、人群和事件来发掘原始资料。,Criteria for Creativity 衡量创造力的标准,Organize and reorganize ideas into different categories
8、or combinations and then evaluate whether the results are interesting, new, or helpful.组织并重新组织各种思想体系，将其重新分类或组合，然后评估其结果是否有趣、新颖、或有帮助。,Criteria for Creativity 衡量创造力的标准,Use trial and error when they are unsure how to proceed, viewing failure as an opportunity to learn.不确定如何去做一件事的时候，要敢于试验和犯错，将失败看成学习的机会。,
9、Compare：Chinese Views 对比：中国的观点,Chinese views on mistakes and failure 中国人对犯错和失败的看法：Failure is the mother of success. 失败是成功之母。 To correct mistake if you have made it, and guard against them if you have not.有责改之无责加勉。 Heroism can not be judged on basis of success or failure. 不以成败论英雄。 Win and you are kin
10、g; 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 observed th
11、e 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 view
12、 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、人大附小科学
13、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),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 Y
14、ear & CSUN alumna, Rebecca Mieliwockis classroom is highly stimulating and has a strong emphasis on cultivating 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
15、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,Stimulat
16、ing 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 Dominion University, 2014),In 1956, Benjamin Bloom headed a group of educational psychologists who developed a classification of levels of intellectual behavior important in learning. Durin
17、g 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. The two graphics show the revised and original Taxonomy. Note the change from nouns to verbs associated with each level.,Blooms Taxo
18、nomy布鲁纳的求知行为图 (Richard C. Overbaugh & Lynn Schultz, Old Dominion University, 2014),1956年，布鲁纳领衔一批教育心理学家绘制了一幅求知行为图。到了90年代，布鲁纳的一个学生，萝莉安德森带领一批认知心理学家将此图修改翻新，以适应21世纪的需要。对照两图，可看出新一代的学者们将旧图中的名词都改成了动词。,Blooms Taxonomy布鲁纳的求知行为图 (Richard C. Overbaugh & Lynn Schultz, Old Dominion University, 2014),Old旧图,New新图,B
19、looms Taxonomy布鲁纳的求知行为图 (Richard C. Overbaugh & Lynn Schultz, Old Dominion University, 2014),Question for the Audience,What level or levels of intellectual behavior are we at with this Comparative Education Forum? 比较教育研讨会是在哪一级求知行为上？ Invite the audience to think about this for Q & A later. 请观众思考与讨论。,
20、The Five Habits of Creative Teachers 有创造力的教师的 五种习惯,The Five Habits of Creative Teachers (Nardi et al., 2014) 有创造力的教师的 五种习惯,Habit 1: Curiosity习惯1：好奇心 Habit 2：Remix: Copy，Transform, and Combine习惯2:重新组合：复制、改造并组合 Habit 3 : Finding Your Tribe习惯3：找到你自己的归属部落,The Five Habits of Creative Teachers (Nardi et a
21、l., 2014) 有创造力的教师的 五种习惯,Habit 4: Failing and Thriving习惯4：失败与努力Habit 5: Reflection习惯5：反思,The Five Habits of Creative Teachers (Nardi et al., 2014) 有创造力的教师的 五种习惯,Habit 1: Curiosity习惯1：好奇心Curiosity is the cornerstone to learning and creativity. In order to reclaim curiosity as a personal habitand model
22、 the way for othersits necessary to embark upon a personal investigation to unravel perceptions and conventions that get in the way of an open mindset and enable it.,The Five Habits of Creative Teachers (Nardi et al., 2014),Habit 2: Remix: Copy, Transform, and Combine习惯2：重新组合: 复制, 改造, 并组合在一起 Practic
23、ing the habit of remixing is about embracing a new form of learning and finding your creative voice. It allows us to form powerful connections with other people and to engage in social learning.,The Five Habits of Creative Teachers (Nardi et al., 2014),Habit 3: Finding Your Tribe习惯3：找到你自己的归属部落 The b
24、ottom line: Our ideas need tribes, and we need each other. The more connections we have, the more powerful our creativity becomes.,The Five Habits of Creative Teachers (Nardi et al., 2014),Habit 4: Failing and Thriving 习惯4:失败与努力 Failing forward is a key habit of creativity. Failing fast, failing int
25、elligently, and learning from those failures makes room for imperfection, iteration, and experiencing joy in the process.,The Five Habits of Creative Teachers (Nardi et al., 2014),Habit 5: Reflection 习惯5：反思On a personal level, we wanted participants to engage in continuous reflection, be aware and o
26、pen, and challenge their assumptions. On a collective level, we wanted teachers to share and support while trusting and being vulnerable as part of a creative journey within a supportive community.,Creative Problem Solving 创造性地解决问题,PISA 2012 measured students creative problem solving abilities and f
27、ound that Chinese students are stronger on knowledge acquisition tasks but weaker on interactive tasks, whereas American students are stronger in both areas of problem solving. (OECD: PISA 2012 Results in Focus),Metacognitive Reflection 大认知式的反思,How can teachers and schools foster students skills in
28、creative problem solving? 老师和学校如何培养学生创造性解决问题的能力？ PISA scholars proposed a promising strategy: encourage teachers and students to reflect on solution strategies when dealing with subject-specific problems in the classroom. (OECD, 2014) PISA学者建议，老师和学生在课堂里学习专科知识时，反思解决问题的策略。,Good Teaching Is Critical 好的
29、教学至关重要,When teachers ask students to describe the steps they took to solve a problem, they encourage students metacognition, which, in turn, improves general problem-solving skills. (OECD, 2014)教师让学生们描述他们解决问题的步骤时，就是在培养学生的大认知能力，进而提高他们解决问题的通用能力。,Examples of Creative Teachers in American Schools 美国学校有创
30、造力的教师,Rebecca Mieliwocki, National Teacher of the Year and CSUN alumna, is an excellent example of creative teacher. 全美最佳教师，CSUN校友Rebecca Mieliwocki, 是有创造力的教师典范。,Creative Teachers in Chinese Schools 中国学校里有创造力的教师,CSUN alumni，Mr. Wei Zhen魏稹， and colleagues in Ren Da Fu Xiao in Beijing. Invite the audi
31、ence to think about the teachers they know in Chinese schools and identify creative teachers or characteristics of creative teaching. Characteristics of creative teachers in Hong Kong: innovative, critical thinking, good observer, open-minded, flexible to changes (Cheung,2012） 有创造性的香港老师特征：敢于创新, 有批判性
32、思维, 喜爱观察, 心态开放, 灵活应变。,Creative Teachers in Chinese Schools 中国学校里有创造力的教师,Characteristics and strategies of creative teaching in Chinese schools: 中国学校创造性教学的特征和策略: asking open-ended questions, encouraging students to express themselves and share their ideas, and developing creative thinking(Cheung,2012
33、)。提出开放性的问题，鼓励学生自我表达和分享思想， 培养创造性思维Creative teachers adjust curriculum according to students needs, use multimedia in teaching, encourage student interaction, and show respects to different opinions(Wang,2011) 有创造性的教师可以根据学生需求调整课，利用多媒体教学，鼓励学生互动, 尊重不同的观点。,How to Prepare Teachers to Be Creative 怎样培养有创造力的
34、教师,Current practices in American teacher education that cultivate creativity in future teachers目前美国师范教育培养教师创造力的实践Uniting students, professors and industry leaders through problem-based learning to foster creativity (West, 2013) 通过基于解决问题的学习模式，结合学生、教师和行业领导形成的团体来培养创造性。“Using rich learning models and fi
35、eld experiences enhanced by technology to better prepare new teacher candidates”.(Thomas, 2013). 运用技术支持下的丰富学习模式和田野经验更好的培养新教师。,Obstacles to the Cultivation of Creativity in American Education 妨碍培养创造力的绊脚石,What are the major obstacles in American education policies and practices that hinder the cultiva
36、tion of creativity in teachers and students in the U.S.?美国的教育政策和实践中有哪些妨碍培养创造力的绊脚石？ Examples .,Important lessons the U.S. can take from high-performing countries 美国学校可以向教育先进国家学习的经验,Establishing and Implementing Rigorous, Focused and Coherent Educational Standards. 制定和实施有力、有重点、有连贯性的教育标准 2. Develop Lea
37、ders at the Local and School Level.培养地区和学校领导人,Paine, S., & Schleicher, A. (2011). What the U.S. can learn from the worldsmost successful education reform efforts. McGraw-Hill Research Foundation.,Important lessons the U.S. can take from high-performing countries 美国学校可以向教育先进国家学习的经验,Establish Ongoing,
38、 Summative Assessment and Intervention.建立持续性的终结性评价和干预措施。 4. Invest Resources Closer to the Action将资源投入到与实践更相关的领域,Paine, S., & Schleicher, A. (2011). What the U.S. can learn from the worldsmost successful education reform efforts. McGraw-Hill Research Foundation.,Important lessons the U.S. can take f
39、rom high-performing countries,Establishing and Implementing Rigorous, Focused and Coherent Educational Standards. 制定和实施强有力、有重点、有连贯性的教育标准 The current move by a consortium of states in the U.S. to establish “common core” educational standards for the entire nation is a very important step, as high-sta
40、kes national standards are an important predictor for the success of an education system. China is a good example with its rigorous national standards 中国的榜样,Paine, S., & Schleicher, A. (2011). What the U.S. can learn from the worldsmost successful education reform efforts. McGraw-Hill Research Found
41、ation.,Important lessons the U.S. can take from high-performing countries,Develop Leaders at the Local and School Level 培养地区和学校领导人 The example of Ontario, Canada, in particular, shows the positive results that follow a concerted effort to raise leadership throughout the system.加拿大安大略省的榜样,Paine, S.,
42、& Schleicher, A. (2011). What the U.S. can learn from the worldsmost successful education reform efforts. McGraw-Hill Research Foundation.,Important lessons the U.S. can take from high-performing countries,Establish Ongoing, Summative Assessment and Intervention 建立持续性的和总结性的评估项目和干预措施 One factor often
43、 cited to explain the ability of Finnish schools to produce high achievement with so little variation between or within schools is the heavy emphasis the Finnish system places on early diagnosis, assessment and intervention芬兰的榜样,Paine, S., & Schleicher, A. (2011). What the U.S. can learn from the wo
44、rldsmost successful education reform efforts. McGraw-Hill Research Foundation.,Important lessons the U.S. can take from high-performing countries,Invest Resources Closer to the Action将自主权和资源下放到最基层的学校去 One might assume that schools in the United States, with its tradition of local control, have more
45、autonomy than schools in other countries. But that is not the case, because U.S. schools, at least in the cities and most suburbs, get much more direction from the local district central office than is typically the case in other, top-performing nations (e.g., Finland and Ontario, Canada)芬兰和加拿大的榜样,P
46、aine, S., & Schleicher, A. (2011). What the U.S. can learn from the worldsmost successful education reform efforts. McGraw-Hill Research Foundation.,Current Directions of School Reform in the U.S. 当前美国教育改革的方向,How to Reform Public Schools 如何改革公立学校？The Predominant Ideology 主流意识 Power of the Individual
47、: Reform efforts are focused on improving the capabilities of the individual teacher. 个体的力量：改革的重点是提高教师个人的能力。 Examples举例,Leana, C. R. (2011). The missing link in school reform. Stanford Social Innovation Review (http:/www.ssireview.org/articles/entry/the_missing_link_in_school_reform/).,Current Direc
48、tions of School Reform in the U.S. 当前美国教育改革的方向,Leana, C. R. (2011). The missing link in school reform. Stanford Social Innovation Review (http:/www.ssireview.org/articles/entry/the_missing_link_in_school_reform/).,Current Directions of School Reform in the U.S. 当前美国教育改革的方向,Wisdom of the Outsider: Br
49、ing in outside expertsor even novicesto solve problems.外人的智慧：请外界的专家-甚至新手-来解决问题。Examples举例,Current Directions of School Reform in the U.S. 当前美国教育改革的方向,Leana, C. R. (2011). The missing link in school reform. Stanford Social Innovation Review (http:/www.ssireview.org/articles/entry/the_missing_link_in_school_reform/).,Current Directions of School Reform in the U.S. 当前美国教育改革的方向,Principal as Instructional Leader: The principal is the leader of school instructional reform. 校长为教学带头人：校长是学校教学改革的领导人。Examples举例,Current Directions of School Reform in the U.S. 当前美国教育改革的方向,
