让智慧插上创造的翅膀：创造动力系统的激活及其条件

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张亚坤¹^,³, 陈宁¹, 陈龙安²(

), 施建农¹^,⁴^,⁵^,⁶(

)

¹中国科学院心理研究所, 北京 100101
²中华创造力训练发展协会, 台北 10683
³北京理工大学, 北京 100081
⁴中国科学院大学, 北京 100049
⁵中国科学院行为科学重点实验室, 北京 100101
⁶Department of Learning and Philosophy, Aalborg University, Denmark

收稿日期:2020-07-27出版日期:2021-04-15发布日期:2021-02-22

基金资助:中国科学院“率先行动”计划特色研究所项目(TSS-2015-06)

Wisdom minds with creative wings: Igniting creative dynamics focusing on its interest cultivation

ZHANG Yakun¹^,³, CHEN Ning¹, CHEN Lung An²(

), SHI Jiannong¹^,⁴^,⁵^,⁶(

)

¹Institute of Psychology, Chinese Academy of Sciences, Beijing 100101, China
²China Creativity Training Development Association, Taipei 10462, China
³Beijing Institute of Technology, Beijing 100081, China
⁴University of Chinese Academy of Science, Beijing 100049, China
⁵Key Laboratory of Behavioral Science, Chinese Academy of Sciences, Beijing 100101, China
⁶Department of Learning and Philosophy, Aalborg University, Denmark

Received:2020-07-27Online:2021-04-15Published:2021-02-22

摘要/Abstract

摘要： 创造力是一个集个人、团体、社会、文化相互交织的系统, 因此创造力的培养也需要综合考虑。本文在融合以往创造力研究的基础上, 建构了一套系统创造力培养的“蝴蝶理论”, 创造力培养需要抓住核心来统领全局, 同时兼顾创造力培养所需要统筹兼顾的各个部分。动力系统的激活是创造力培养的核心。新颖、适用的创造性成果的产出, 需要社会文化中的个体或团体在创造性心理动力的基础上来完成。创造性心理动力有效的激活则需要一些基本条件, 如在认知层面, 需要具备一定的能力, 如一般认知能力、思维方法的掌握、元认知以及高效的资源整合能力等; 在非智力因素方面, 基本心理需要的满足, 个性心理的健康发展等是创造力得以发挥的必要条件, 推而广之还包括：合理的社会支持、互动以及文化的包容等等。除了理论方面的整合, 本文还从实践的角度分析如何激活学生的动力系统, 重点分析了什么是兴趣以及如何激发个体的兴趣, 因为以兴趣爱好为核心的内部动机是自主性最高的动力来源。本文从理论(创造力培养的蝴蝶理论)与实践(创造力培养的兴趣激发)两个角度为创造力培养提供了支持。

图/表 6

图1a为BSI模型(Bio-Social-Intelligence Model) (Shi et al. 2007; Shi et al. 2013); b为大脑的层级理论(Maclean, 1967, 1992)

图2创造力培养的蝴蝶理论

图3(a)创造力培养中的三大系统(施建农, 2006); (b)将闭环打开为开放的路径, 将动力系统作为创造力培养的中心环节

图4幽默的产生过程。图画取自(Carter, 2014) 注：资料为笔者根据相关资料的整理

图5四向度幽默风格模型(Martin, 2007; Martin & Ford, 2018; Martin et al. 2003)

图6(a)为Csikszentmihalyi的福流理论; (b)为福流的动态发展的模型(Csikszentmihalyi, 2014a, 2014b)

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