关于创造力、创新与体制化的教育——兼析中美阶段性教育制度设计理念的差异

On Creativity, Innovation, and Institutionalized Education: Analysis of the Difference in the Design Idea of Staged Education System between China and America

虽然很难为创造力与创新给出精确的定义，但是，在日常生活中我们却不难直观地体验到其存在。创造力、创新与体制化的教育间存在一个悖论：常规性的创造力和创新往往离不开对既有知识的理解和把握，然而，局限于既有知识的刻板规训又往往会抑制非常规性的创造力和革命性的创新。因此，根据人的成长规律和特征，在不同教育阶段有针对性地拓展学生想象力、陶冶其审美情趣、呵护其好奇心和求知激情，继而培养其独立精神、理性地反思和批判意识，可以在最大程度上摆脱这一悖论。中美比较研究表明，我国的创造和创新活力匮乏在教育领域中的主要症结所在，或许就是阶段性教育制度设计理念存在的偏差。

Although it is difficult for us to define creativity and innovation precisely， in everyday life we still can experience its existence intuitively. A paradox exists between creativity， innovation and institutionalized education: usually， conventional creativity and innovation are inseparable from the understanding and grasp of extant knowledge; however， focusing on extant knowledge often inhibits the unconventional creativity and revolutionary innovation. Therefore， in order to eliminate the negative effect， it is necessary for us to develop students' imagination， aesthetic taste， curiosity， passion for inquiry， and thus the independence， rational reflection and critical consciousness at different stages of education on the basis of the characteristics and law of human growth. The results of the comparative study indicate that the main crux of China's lack of creativity and innovation in the education domain perhaps lies in the deviation of the education system's design idea.