拔尖人才培养的国际论争及其启示

The International Debates on the Cultivation of Innovative Talents and Its Implications for Chinese Higher Education

文章分析了拔尖人才培养中围绕培养战略、甄别选拔、培养目标、研究方法展开的四大国际论争，并在此基础上探讨了中国特色的拔尖人才的培养路径和方法。笔者建议中国应遵循国际先进培养模型， 结合学生的个性、年龄、家庭背景、心智特点等方面的特性来配置合适的师资、课程、培养计划和整体培养战略; 在选拔过程中， 亟待研制出一套科学而规范，特别适应于中国教育背景的选拔拔尖创新人才的标准; 培养目标上， 应区分“创新型人才” 和“专业型精英”， 辟出“创新性” 思维的训练过程; 研究方法上应充分与国际研究方法和话语对接，积极采用国际先进的研究模型， 将群体研究方法和个体研究方法组合并用，更好地研究中国的拔尖人才群体。

This article mainly focuses on the international debates about the cultivation of innovative talents and its implications for Chinese higher education. Four international debates are presented，including Nature versus Nurture， Aptitude versus Achievement， Expertise versus Creativity， and Nomothetic versus Idiographic. Based on these international debates， this article discusses the possible approaches to cultivating innovative talents in China， especially in the field of higher education. Based on the discussion， the author proposes that Chinese educators and administrators in universities should follow the advanced cultivation model， providing individualized training strategy for each student based on his/her personality， age， family background， and aptitude. The special training programs for gifted college students in China should differentiate the creativity training and expertise training， and put emphasis on how to equip gifted college students with innovative and creative thinking. Chinese researchers should adopt the advanced research models in the field of gifted education， combine nomothetic and idiographic methods， and apply these mixed methods into the research on gifted education.