摘要
拔尖创新人才培养是我国教育的当务之急。为研究如何真正落实这一人才培养战略,文章对拔尖与创新的内涵及其关系进行了认真的梳理,并结合大量真实案例分析,认为拔尖人才与创新人才并不是同一类人才,拔尖人才是在同一赛道竞争中的领先者,而创新人才是开辟新赛道的人,两者的培养目标与方法不尽相同。我国当前主要采用的英才教育模式对创新人才培养并不适宜,建议对拔尖人才与创新人才采取不同的培养模式,与之相对应,学校也应分成两大类型:一类以培养拔尖人才为主,一类以培养创新人才为主。通过对创新及其相关概念的仔细辨析,文章提出创造力是由具有创新潜能的个体与环境相互作用的结果,并对知识与创新的关系、创新教育的“可为”与“不可为”等问题进行了深入探讨,提出要培养具有创新潜能的人才,学校教育必须做出三大改变:一是摒弃以知识传授为中心的传统教育理念,转向以思维和能力培养为中心的创新教育理念;二是将创新教育理念引入所有课程的教学之中,从既成式课堂转变为生成式课堂;三是将数智时代新知识观引入教育教学中,从以传授硬知识为主向师生共同建构软知识转变。要让创新人才脱颖而出,更重要的是营造有利于识人用人和创新创造的社会环境。
The training of top-notch innovative talents is a pressing priority in our country’s education.In order to investigate how to effectively implement this talent cultivation strategy,this paper carefully sorted out the connotations of“top-notch”and“innovation”and their relationship.Combined with extensive real case studies,this paper believed that top-notch talents and innovative talents should not be the same kind of talents;rather,top-notch talents were leaders within established competitive frameworks,while innovative talents were those who forged new paths.Consequently,the goals and methods for cultivating the two types of talents differed significantly.The current gifted education model prevalent in China was not well-suited for nurturing innovative talents.It was suggested in this paper that distinct cultivation models should be adopted for top-notch and innovative talents,correspondingly schools should be divided into two main categories:one focused on cultivating top-notch talents and the other on fostering innovative talents.Through meticulous analysis of innovation and related concepts,this paper proposed that creativity emerged from the interaction between individuals with innovative potential and their environment.The relationship between knowledge and innovation,as well as the“do’s”and“don’ts”of innovation education were deeply discussed.To cultivate talents with innovative potential,three fundamental changes in school education were advocated:first,shifting from the traditional knowledge transference-centered educational paradigm to an innovative one centered on cultivating thinking and capabilities;second,introducing innovative educational ideas into the teaching of all courses leading the transformation of established classrooms into the generative ones;third,introducing the new knowledge perspective of the digital and intelligent era into education and teaching resulting in the shift from primarily imparting hard knowledge to jointly constructing soft knowledge by teachers and
作者
王竹立
吴彦茹
石晓芬
WANG Zhu-Li;WU Yan-Ru;SHI Xiao-Fen(School of Education Science,Shanxi Normal University,Taiyuan,Shanxi,China 030031;School of Economics and Management,Jiangxi Vocational and Technical University,Jiujiang,Jiangxi,China 332007)
出处
《现代教育技术》
CSSCI
2024年第12期5-16,共12页
Modern Educational Technology
基金
山西省研究生教育教学改革课题(2024年度)(省级)“基于学生数字画像的研究生个性化发展教学模式研究”(项目编号:2024JG100)的阶段性研究成果。
关键词
拔尖创新人才
创造力
创新思维
创新环境
创新教育
top-notch innovative talents
creativity
innovative thinking
innovative environment
innovative education
