差异化变革型领导、心理授权与组织创造力     

孙永磊  宋晶  陈劲 《科学学与科学技术管理》2016,(4):137-146

主要研究针对整体和个体两个层面的差异化变革型领导对组织创造力的影响,并探索心理授权的中介作用,在文献梳理和理论分析的基础上,提出相关研究假设,结合我国企业创新的实践数据进行实证分析。主要结论包括:首先,相对于针对整体层面的一致性变革型领导,针对个体层面的差异性变革型领导对组织创造力的正向驱动作用更强;其次,心理授权是差异化变革型领导影响组织创造力的重要中介变量;最后,过度的一致性变革型领导方式运用可能会抑制员工的心理授权体验,而差异性变革型领导则对员工心理授权具有较强的促进作用。  相似文献   

战略领导力、双元性学习与组织创新:一个理论模型的探析     

赵锴  杨百寅  李全 《科学学与科学技术管理》2016,(3):168-180

基于对战略领导力、双元性学习以及组织创新相关文献的系统性回顾、整合,尝试将微观管理领域的创造力研究与宏观管理领域的创新研究联系起来,探讨组织中的战略领导者如何通过采取双元性领导行为促进组织与研发团队的双元性学习,进而如何促进组织创新的过程,从而实现研发团队创造力到企业创新绩效的成功转化。  相似文献   

当代西方创造力研究的考察   总被引：7，自引：0，他引：7  

赵春音 《科学学研究》2003,21(4):362-366

首先 ,当代西方创造力研究是对历史上有关种种神秘创造观念的根本否定 ,这可根源于其实用主义的哲学背景、对实验心理学研究传统的继承以及近代自然科学飞速发展的大背景。其次 ,文章对吉尔福特、托兰斯、郎利和琼斯、斯堪克、约翰逊·赖德等人的创造力研究模式进行了述评 ,指出当代西方创造力研究虽以认知研究为特色 ,但在强调科学性、精确性的同时 ,却陷入以“方法中心”消解“问题中心”的困境 ,呈现出“学术科学主义”的倾向  相似文献   

浅谈素质教育     

任淑梅 《安阳工学院学报》2005,(3):164-166

素质教育是相对于传统的应试教育而言的.全面推进素质教育是我国现阶段教育改革和发展的中心,但基于我国的国情和教育现状,要保证素质教育的贯彻和落实,必须正确地处理和协调各方面的关系.  相似文献   

I Agree—Well,Mostly!     

Robert J. Sternberg 《Roeper Review》2017,39(4):246-249

In this essay, I reply to my five commentators in the October 2017 issue of the Roeper Review to my July 2017 article: “ACCEL: A New Model for Identifying the Gifted.” I respond to each in turn. I end with the question I believe most important for those of us interested in giftedness to confront at the present moment.  相似文献   

Why 3D Print? The 21st-Century Skills Students Develop While Engaging in 3D Printing Projects     

Torrey Trust  Robert W. Maloy 《学校用计算机》2017,34(4):253-266

The emergence of 3D printing has raised hopes and concerns about how it can be used effectively as an educational technology in school classrooms. This paper presents the results of a survey asking teachers from multiple grade levels and subject fields about the impact of 3D projects on student learning. Teachers were asked about the kinds of 3D projects they were doing with students and what skills or knowledge students were developing by participating in those projects. Participants reported that their students developed a number of skills while working on 3D printing projects, including 3D modeling, creativity, technology literacy, problem-solving, self-directed learning, critical thinking, and perseverance. Parallels between teacher-identified skills and widely cited lists of 21^st-century skills suggest that 3D projects are a promising approach to preparing students for life and work in a digital age.  相似文献   

Aesthetic experience and creativity in arts education: Ehrenzweig and the primal syncretistic perception of the child     

Alain Savoie 《Cambridge Journal of Education》2017,47(1):53-66

The pertinence and worth of arts in Quebec primary schools vary considerably from one institution and school administration to another. In this paper it is argued that well-integrated arts education would bring a large array of pedagogical benefits to students, not the least of which is the preservation and the development of aesthetic perception and creativity. Actually, teachers can rely on the syncretistic and amodal perception of the young child, a learning mode that is analogous to the aesthetic experience and fostered by art practices. The paper draws notably on Ehrenzweig and Winnicott to advocate that the school, through arts education, should preserve and make use of this precious perceptive faculty, and temper the educational bias that largely favours the logical or analytical mode of the child. It advocates for an essential developmental balance between the child’s intuitive and analytical faculties, a healthy equilibrium that arts education has the potential to instil. Children and society both have much to gain from the school’s fostering of arts education and aesthetic perception: children from their balanced development and society from future creative citizens’ contributions.  相似文献   

‘Surprise Me!’ The (im)possibilities of agency and creativity within the standards framework of history education     

Jennifer Clark  Adele Nye 《Educational Philosophy and Theory》2017,49(6):656-668

Abstract

In the current culture of regulation in higher education and, in turn, the history discipline, it is timely to problematize discipline standards in relation to student agency and creativity. This article argues that through the inclusion of a critical orientation and engaged pedagogy, historians have the opportunity to bring a more agentic dimension to the disciplinary conversation. Discipline standards privilege that arrogant historical moment in the higher education sector when certain skills development and knowledge creation becomes a hegemonic discourse. As a result, there is less emphasis on creativity, agency, and individual opportunities for the demonstration of the historical imagination at work. We need to ensure that the insights gained from teaching and learning practice and research are not lost in the rush to meet discipline standards through compliance.  相似文献   

Considerate,convivial and capacious? Finding a language to capture ethos in ‘creative’ schools     

Sara Bragg  Helen Manchester 《Discourse: Studies in the Cultural Politics of Education》2017,38(6):864-879

Concepts of school ‘ethos’ or ‘culture’ have been widely debated in education since the 1980s. This is partly as a consequence of marketisation, partly because ethos has been identified as a low-cost route to school improvement. Corporate, authoritarian, and most recently ‘military’ models of ethos have been widely promulgated in the UK. Another significant strand of educational thinking, however, has emphasised ethos for and as learning: how schools might prefigure alternative, more socially just, worlds. This article argues that accounting for such divergent notions of ethos demands greater attention to the intellectual resources mobilised in interpreting educational processes. We discuss schools that used their work with the English creative learning programme, Creative Partnerships, to develop what we describe as ‘considerate, convivial and capacious’ school ethos. We aim thereby to value their achievements, provide tools to contest dominant discourses around ethos, and advocate more critical, reflexive approaches to researching school cultures.  相似文献   

高职院校教师:在自主发展中创新     

金秋蓉  沈斐敏  傅高升 《荆门职业技术学院学报》2007,22(4):52-54

创新人才的培养,必须依赖一支具有创新精神、创新能力和创新水平的教师队伍。本文从高职院校师资这一层面切入,分析高职院校教师在创新教育中的困境以及自主发展与创新相互相承的关系,探讨高职教师自主发展对教师职业自我的促进与激励,寻求高职院校在创新教育中的困境突围。  相似文献