【作者】 王伟清；

【导师】 范先佐；

【作者基本信息】 华中师范大学 ， 教育经济学， 2012， 博士

【摘要】 人类正在迈入创造力经济时代,全球竞争形势日益加剧,世界科技发展日新月异,知识已不再是竞争的真正动力,竞争的真正动力源于人的创造性思维和创造能力,源于人的创造性。与此同时,人类也正在面临着许多威胁自身生存和发展的各种问题和挑战,如环境恶化、气候变暖、资源枯竭等等,这些问题和挑战的应对,最有力的武器仍然是人类自身的创造性。诚然,人类落成的第一间茅草屋等文明成果,足以说明创造性人才自古就有。但是,创造性人才的自然生长方式已无法满足当今社会创造力经济时代对创造性人才在质与量方面的需求,也无法满足在专业领域和类型结构方面的需求。因此,必须发挥学校教育,尤其是创新教育在创造性人才成长中的积极作用,只有这样,才有可能在各行各业、各专业领域培养出大批优秀的创造性人才,去建设创新型国家以迎接创造力经济时代的挑战。虽然我国有每年数百万专业人才的培养能力,且有“创造教育”与“创新教育”好几十年的历史积淀,然而,创造性人才仍然是严重稀缺的人力资源,杰出的创造性人才更是如此!中国科技人员的数量虽然约是美国的一倍,但总体创造能力、水平无法与其相比。目前科技进步对经济和社会发展的贡献率远远不及西方发达国家20世纪70年代水平,自主创新能力十分薄弱。特别让人揪心的是,当今我国青少年创造力现状令人堪忧,他们的创造潜力没有得到应有的开发,中国人才竞争力量后备军严重不足。从资源科学的视角来看,人类任何目标的实现都是需要一定的资源条件,创造性人才培养目标的实现也不例外。以此来反思“钱学森之问”却发现了一个普遍存在的事实,即,培养创造性人才所需的课程资源条件既不为人们所广泛而清晰地认识,也常常难以得到应有的保障,甚至无法实施各种创造性课程。因此,创造性人才培养的课程资源条件及其保障问题已经成为我国通往创新型国家道路上的不可回避又须亟待解决的现实问题!本文站在教育科学(教育经济学、课程论等)、资源科学(教育资源学)、系统科学等学科的视角,运用这些学科的理论与方法,结合调查研究与自身多年的创新教育实践,对创造性人才培养的课程资源条件确定的依据问题、创造性课程资源条件的认识问题、保障的主体问题、保障不足的表现及原因进行了全面而深入的分析研究,并比较系统地提出了解决创造性课程资源条件保障不足问题的对策。按照上述逻辑思路,全文共分为五个部分进行探讨：第一章为绪论。主要是确定论文所要研究的问题,阐明研究目的和意义,并深入分析了国内外关于创造性人才培养的课程资源条件保障问题的研究现状,确定了本文的研究方法和基本的研究思路。第二章主要通过阐述创造性人才的界定问题和培养目标的定位问题,为后续课程资源条件保障问题的研究提供目标依据。针对目前关于“创造性人才”概念名词的选择和内涵的界定这两方面存在不规范、不科学的混乱局面,从“人才”概念的界定出发,深入分析了“创新人才、创新性人才、创新型人才、创造人才、创造性人才、创造型人才”等概念名词的特点,理性地选择了“创造性人才”,并结合对创造性人才基本要求的分析,对创造性人才进行了概念界定,对创造性人才培养目标进行了定位分析。第三章主要是阐述培养创造性人才究竟需要何种课程资源条件,谁来承担培养创造性人才所需课程资源条件的保障任务。主要是站在资源科学(教育资源学)的角度,紧紧围绕着创造性人才培养目标,从课程与资源两个维度,探讨了创造性课程资源条件的认识问题和主体问题。同时也为后续创造性课程资源条件保障不足的表现、原因与对策的分析做了铺垫。第四章主要是阐述创造性人才培养的课程资源条件保障不足的各种表现与原因。对保障不足的各种表现主要是分大类进行了分析探讨与总结归纳,对导致保障不足的各种原因主要是从保障主体的视角进行了深层次的分析研究与总结归纳。第五章主要是针对前面分析的创造性课程资源条件保障不足的各种表现与原因,系统地、有针对性地提出了解决创造性课程资源条件保障不足的各种对策,并在理论与实际操作的层面上进行了分析与论述。更多还原

【Abstract】 With society marching towards the time of creative economy, the competition all around the world becoming all the more fierce and technology developing rapidly, knowledge has no longer been the real impetus of competition but the creative thinking and the capacity of creativity. Meanwhile, human beings are facing with many problems and challenges that threaten the existence and development of themselves, such as the deterioration of environment, global warming, and resource exhaustion. The most powerful weapon for fighting against these problems and challenges is still the creativity of human being.Admittedly, such achievement of human civilization as the first cottage constructed by human beings is sufficient to prove that creative talents have a long history. However, the natural development way of creative talents can neither meet the requirements of the time of creative economy on the aspects of both quality and number, nor can they satisfy the needs of professional fields and type structure. It’s essential to bring into playing the positive role of school education, especially creativity education to the growth of creative talents. Only in this way can it be possible to cultivate large numbers of excellent creative talents in all kinds of occupations and areas of expertise to build the innovative country to meet the challenges of the time of creative economy.Although our country has several decades of history of "creative education" and "innovative education" and thus the capability of cultivating millions of professional talents, creative talents still remain seriously scarce, not to mention outstanding ones. The number of sci-tech personnel in China, though twice of that of America, the overall capability and level of creativity has an immeasurable difference from that of America. Up till now, the contribution ratio of technology advancement to the development of economy and society is a far cry from that of western developed country in the1970s because of the poor capacity for independent innovation. What is the most worrying is that nowadays the creativity potential of adolescence hasn’t been properly developed, therefore, the reserve forces of the competitive strength of Chinese talents is severely scanty.From the point view of resource science, the realization of any goals is based on certain resource condition, and there’s no exception for the realization of the goal of creative talents cultivation. On this account, when reflecting "the asking of Qian Xuesen", we can find a ubiquitously existing fact that the course resource required to cultivate creative talents is neither recognized widely and clearly by people, nor does it get due guarantees, or kinds of creative courses even can’t be put into effect. Thus, the condition of course resource and its due guarantees have become the inevitable and urgent problem for our country on the way to innovative country!The dissertation conducts an over-all and deep analysis of the problems of the evidences for the certainty of the course resource condition, the cognition of the creative course resource condition, the principal part of guarantee, the phenomenon of deficient guarantee and its causes from the point view of education science (pedagogical economics, curriculum theory, etc.), resources science (science of educational resources), system science, etc., through the theories and methods of these sciences, combining the researches and the many years’ creative teaching experiences. Meanwhile, it also put forward systematically the solutions for the deficient guarantee for the creative course resource condition.According to the logic and clue above, the dissertation is divided into the following five parts:Chapter1is the introduction. This part concerns about the theme of the essay and elucidates its goals and meanings. It also analyzes the current situation of the problem of the guarantee for the creative course resource in and abroad and explains the line and method of the research.Chapter2provides the target evidences for the following research of the problem of the guarantee for the creative course resource condition through the elucidation of the problems of the identification of creative talents and the location of cultivation goals. In the light of the current situation of the irregular and unscientific demarcation of both the choice and connotation of the conception noun "creative talents", the dissertation, setting out from the definition of "talent", deeply analyses such term as "innovating talent","innovative talent","innovation talent","creating talent","creative talent", and "creativity talent", and then combines the analysis of the basic requirements of creative talents, defines the creative talents and conducts the locational analysis of the cultivation goal of creative talents.Chapter3describes what kind of course resource condition is required and who is expected to guarantee the course resource in order to cultivate creative talents. From the point view of resource science (educational resource science), it mainly deals with the cultivation goal of creative talents. On the basis of the dimension of course and resource, it discusses the problems of the cognition and principal parts of creative course resource condition. At the same time, it foreshadows the analysis of the phenomenon, causes and solutions to the deficient guarantee for the creative course resource.Chapter4expounds the various kinds of the phenomena and reasons of the deficient guarantee for the creative course resource. It deals with the phenomenon by means of analysis, summarization, reasoning and induction from the point view of the principal part of guarantee.Chapter5proposes the solutions to the deficient guarantee for the creative course resource condition systematically and pointedly in allusion to the analysis of the phenomenon and reasons of the deficient guarantee for the creative course resource, and at the same time, conducts analysis and explanation on the level of theory and practice.更多还原