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B
ISSN 2219-4746
第七期Issue No. 7
5月
2 0 1 2MAY
專題研習 FEATURE ARTICLE ( I )
資優兒創造力的提升Parent Strategies to Develop Gifted Children’s Creativity
專題研習 FEATURE ARTICLE ( II)
創造力的靈魂The Soul of Creativity
「資優三環」一:資優兒創造力的提升 Three-Ring Model of Giftedness I:Enhancing Creativity of Gifted Learners
專題研習 (II)Feature Article (II)
創造力的靈魂The Soul of Creativity
專家分享Professional Sharing
何謂創造力?4P 給我們的啟示What is Creativity? Using 4P Model to Understand Creativity
家長園地Parent Zone
啟發孩子的創意 – 戲無益?我的兒子真慵懶?Nothing is Gained by Indolence? My Son is Lazy? How to Stimulate Creativity in Children?
• The capacity for high levels of interest, enthusiasm,
fascination, and involvement in a particular problem, area
of study, or form of human expression.
• The capacity for perseverance, endurance, determination,
hard work, and dedicated practice. Self-confidence,
a strong ego and a belief in one’s ability to carry out
important work, freedom from inferiority feelings, drive
to achieve.
• The ability to identify significant problems within
specialised areas; the ability to tune in to major
channels of communication and new developments
within given fields.
• Setting high standards for one’s work; maintaining an
openness to self and external criticism; developing an
aesthetic sense of taste, quality, and excellence about
one’s own work and the work of others.
How is giftedness defined in various theories about giftedness? What are the components in those definitions? Dr. Joseph Renzulli’s Three-ring Model of Giftedness provides us with a new
meaning to the word “giftedness” and plenty of food for thought.
According to Dr. Renzulli, gifted individuals possess three clusters of traits:
Dr. Renzulli says, as is always the case with lists of traits such as
the above, there is an overlap among individual items, and an
interaction between and among the general categories and
the specific traits. It is also important to point out that all of the
traits need not be present in any given individual or situation
to produce a display of gifted behaviours. It is for this reason
that the three-ring conception of giftedness emphasises the
interaction among the clusters rather than any single cluster.
It is also for this reason that he believes gifted behaviours
take place in certain people (not all people), at certain
times (not all the time), and under certain circumstances
(not all circumstances).
Hoping that parents of gifted children can have a good grasp of
Dr. Renzulli’s Three-ring Model of Giftedness and its application
in the field of gifted education, the editorial team of Nurturing
the Gifted will devote a three-issue feature on this topic from
this issue onward. In this issue, we will focus on enhancing
creativity of gifted learners. Prof. Steven Pfeiffer, Professor
in the College of Education at Florida State University, will
share his insights and experience in enhancing creativity
of gifted children. In Research Corner, how family context is
associated with creativity of gifted children is discussed in
depth. An analysis of the 4P model for creativity is featured in
the Professional Sharing section. An expert shares his thoughts
in My Corner on stimulating gifted children’s creativity through
activities. In Parent Zone, a mother of gifted children recalls her
experience in nurturing children’s creativity.
We truly believe that parents’ skilful guidance lays the
foundation of healthy development and future achievement
of gifted children. We hope that you can exchange
experiences in nurturing gifted children with people from all
walks of life on this common platform of Nurturing the Gifted.
Well Above Average Ability
General Ability:
• High levels of abstract thinking, verbal and numerical
reasoning, spatial relations, memory, and word fluency.
• Adaptation to and the shaping of novel situations
encountered in the external environment.
• The automatisation of information processing; rapid,
accurate, and selective retrieval of information.
Specific Ability:
• The application of various combinations of the above
general abilities to one or more specialised areas of
knowledge or areas of human performance (e.g. the arts,
leadership, administration).
• The capacity for acquiring and making appropriate use of
advanced amounts of formal knowledge, tacit knowledge,
technique, logistics, and strategy in the pursuit of particular
problems or the manifestation of specialised areas of
performance.
• The capacity to sort out relevant and irrelevant
information associated with a particular problem or
area of study or performance.
Creativity
• Fluency, flexibility, and originality of thought.
• Openness to experience; receptive to that which is new
and different (even irrational) in the thoughts, actions, and
products of oneself and others.
• Curious, speculative, adventurous, and “mentally playful”;
willing to take risks in thought and action, even to the
point of being uninhibited.
• Sensitive to details, aesthetic characteristics of ideas and
things; willing to act on and react to external stimulation
and one’s own ideas and feelings.
Editors’ Note 編者的話
4
史蒂芬•菲花教授(Professor Steven PFEIFFER)於本期的
《資優樂》與大家分享他對資優兒創造力提升的看法和經驗。
他 認為 提 升 資 優 兒 的 創 造 力需 要 父母 學習識 別子女的
創造力、創造不同的學習機會,將創造力融入生活及學習中。
史蒂芬‧菲花博士 Dr. Steven PFEIFFER美國佛羅里達州立大學教育學院教授 Professor, College of Education, Florida State University
史蒂芬‧菲花教授是美國佛羅里達州立大學的教授及臨床訓練總監,之前在美國杜克大學擔任教授
及該校資優學生鑑定計劃的行政總裁。菲花教授是美國的認證及持牌心理學家,他為資優兒童、
青少年和他們的父母提供輔導及教育工作。
菲花教授是美國支援資優人士情緒需要機構 SENG 的兩屆董事局成員。他撰寫約 150 篇文章與書
籍,內容涵蓋兒童及青少年的社交、情感及行為事宜。他最先編撰的資優評估標準「資優評分量度」
(GRS),由「培 生 測量」出版,廣為教師採用。他 是 2008 年 Springer 出版社出版的 Handbook of Giftedness in Children 的編輯。他 為教育專業人 員撰寫的新作 Serving the Gifted: Evidence-Based Clinical and Psycho-education Practice,今年由 Routledge 出版社出版。
Professor Steven PFEIFFER is a Professor at Florida State University, where he is also Director of Clinical Training. Prior to his tenure at Florida State, Prof. PFEIFFER was a Professor at Duke University, where he served as Executive Director of the Duke Talent Identification Program (TIP). Prof. PFEIFFER is a certified and licensed psychologist. He provides counselling for gifted children and adolescents and their parents.
He served two terms on the Board of the gifted organisation SENG (Supporting the Emotional Needs of the Gifted). He has authored almost 150 articles and books on social, emotional and behavioural issues in children and youth. He is the first author of the GRS, a widely used teacher rating scale published by Pearson Assessment to help identify gifted students. He is the editor of Handbook of Giftedness in Children, published in 2008 by Springer. His newest book for school practitioners, Serving the Gifted: Evidence-Based Clinical and Psycho-educational Practice, is published this year by Routledge.
專題研習 Feature Article (l )
資優兒
創造力的提升
5專題研習 Feature Article (l )
這第一問的確十分有趣而且重要。我的學生普遍
認為創造力即是「跳出框外思考」。這個比喻無疑
是生動吸引,卻有欠具體,未能明確解釋創造力這
一概念的真義!資優界權威對創造力的定義,大多
數由兩部份組成。第一部份是創造力須代表非凡、
新穎或革新。這看法可溯源於1950年代B ar ro n的
研究成果。第二部份是創造力不僅代表不凡或離經
叛道,亦須有關連性、實用性或者能切合實際。這第
二部份旨在將不切實際的狂想,與大多數人認同的
創造力區分開來。
創造力這一心理學概念可從不同角度理解。這或
許會令創造力這概念的定義變得更複雜難明,但
仍有必要說明。理解創造力,可從深入了解善於創造
的人入手。所謂善於創造的人,指那些因平生創意
澎湃而出類拔萃的人。創造力亦可根據家庭、學校、
工作場所等資料談起,以了解環境因素助長還是桎
梏創造過程或創意產品的誕生。理解創造力,亦可
通過討論創造過程中的神經生理學及認知因素。這
是新角度,而且相當有趣!有研究創造力的人員,
用腦電圖和功能性磁力共振腦造影,了解腦電波和
腦代謝活動與分散思考和創意解難有何關係。我
寫了一本有關資優的新書,由R o u t l e d g e出版,
內容也提及這些引人入勝的研究。最後,理解創造
力,可以着眼於學生如何設計或構思創造性意念
和產品。我認為這第四個角度極有意思。以上四個
角度其實是相關的,綜合來看可加深對創造力的了
解。將創造者、創造過程、造就創造力性的環境及
創造性的產品結合起來了解,就像用四種互不相同
但同樣價值連城的線,繡出圖案包羅萬有的壁毯。
我認為理解創造力沒有所謂正確的角度。我觀察
高能力學生時,集中留意創造過程及課堂、居所等
環境因素所起的重要作用,覺得該兩方面有助切實
了解如何促進兒童創造力發展。
問1:你如何為「創造力」下定義?
6
問3:家長如何識別兒童的創造力?
專題研習 Feature Article (l )
這又是一條有趣的問題。我不能肯定問題的確切
意思。但依我經驗,就算子女年紀小小,只要表現
創造 力,家長一定能夠識別。有家長說觀察到剛
學 走 路 的 子女 在 玩 假 想 遊 戲,並 有 創 意 地 使 用
家居 物品。有家長說向五至六歲子女讀故事時,竟
發現子女自創故事結局。數以百計家長曾告訴我,
年 紀 輕 輕 的 子女 如 何以 創造 性 意 念 和產品帶 給
他們驚喜。
我認為家長一般都能觀察到子女的創造力。我們
見到聽到獨特、原創、新穎、富想像力或創新東西
時,大多數情況下都會察覺到。回應你的問題,我
認為家長都能好好察覺子女的創意或具創造性的
產品。他們或許不知如何協助子女發展創造力,卻
肯定知道子女何時展現創造力。
創 造 力 在 美 國 正 陷 入 危 機。至 少 有 兩 位 深 受尊
重 的 流 行 文化作 家 這 樣 說 過。根 據 B r o n s o n 與
M e r r y m a n就近期創造力趨勢所撰的文章指出,
美國人的創造力測驗分數,以往有升無跌,現在卻
持續下跌。作者2011年在《新聞周刊》發表文章,
援引威廉瑪麗學院金庚熙博士的研究結果。金博士
分析過約三十萬份「陶倫斯創造思考測驗」試卷的
分數後,發現19 9 0 年以前,創造力分數一直穩步
上 升,但19 9 0 年之後 分 數 急 跌,下 跌 情 況 又 以
五至十或十一歲兒童較嚴重。
金博士的研究結果有趣但惹爭議。依我之見,美國
公眾、教育界或決策者毋須為研究結果過早恐慌。
我未聞香港或亞洲有類似研究。科學家實在毋須急
於驗證假設,試圖解釋所謂2012年學齡兒童創造力
整體下降的原因,反而需要多閱讀幾篇同行評審期
刊上精心設計的研究,方能就創造力是否受威脅或
者陷於危機下結論。
雖然現在未是時候恐慌,卻是時候檢討學校和家庭
有否盡力鼓勵創造力發展。大家都同意,現今社會
不論哪個領域或專業,創造力都備受重視。在醫學
界、科學界、工程界、教學界、藝術界、政界、商界、
法律界以至心理學界,創造力都受到注重。《財富》
雜誌 50 0強企業的行政總裁以及暢銷的商業自助
書,都指出創造力是重要領導才能。相信沒有一個
專業不重視創新、才智與豐富想像力了。
不過,在現今學校,美國如是,我懷疑香港也如是,
只着重甚至過份強調標準化課程、記背式學習、
強 記 法 以 及 高 風 險 考 試。雖 然 這 說 法可能 過 份
簡化,又或者不公平地將實情模式化,但美國學校
的確將相當時間和資源用於學習和回憶資料。按本
傑明‧布魯姆(Benjamin Bloom)的著名學習目標
分 類 法,美國學 校 要求 學 生 定 義、描 述、確 認、
明 白、分 類、配對、命名、回憶、辨 識資料。結果
學校對學生理解、應用、分析、評鑑、創造等高層次
認知技巧的要求降低了。
問2:創造力危機存在嗎?你可否加以解釋?
7專題研習 Feature Article (l )
正如我回答之前問題時提及過,在學業壓力沉重的
環境,尤其是着重甚至過份強調標準化課程、記背
資料、強記法以及高風險考試的環境,培養創造力的
時間自然犧牲了。學校要求所有學生,包括高能力
學生,定義、描述、確認、明白、分類、配對、命名、
回 憶、辨 識 資 料時,剩給 學 生 鍛 鍊 理 解、應 用、
分析、評鑑、創造等高層次認知技巧的時間自然
所 餘 無 幾。2 012年 春季 R o u t l e d g e出版社為我
出版的新書,將向教師和家長提供多項建議,有助
學校在課堂教學中加強培養學生創造力。
我從一個才能發展模式看創造力。根據這個模式,
創造 力是在 任 何領域 或 範 疇展現 才 能 時 的 其中
一 個 元素。教師了解如何將創造力融入課程時,
切 記 考 慮 這一 點。我 偏 心 地 將創 造 力 視 作 才 能
發 展 模型的一部份,是我與具有超常運動能力和
智能的兒童相處的經驗所得。我這個才能發展模式
在我的新書中會詳細描述。在這個模式中,我表明
學生必須達到一定程度的一般智能,方可在任何
學科或專業達至專業知識水平或傑出地位。讓我
說明這一點:學生要 達 至 展現 創造 力的境界,即
展現切合實際的創造力,需要具有一定程度的一般
智能。不過,一般智能不足 以令學生在任 何學術
領域或專業達至並超越專業知識水平。同一說法
當然也適用在運動界、戲劇界、舞蹈界、電影界、
音樂界或寫作界。高能力學生要超越能力水平而
達至專業知識水平,特定能力與熟練技巧是不可
或缺。我認為學生如要感受切合現實的創造力,就
需要超越能力水平。學生只有在發展能力並開始
接觸領域相關的專業知識後,才會展現切合現實
的創造力。這情況在我門下的心理學畢業生中屢見
不鮮。換言之,我認為創造力建基於事實性、概念
性和程式性的知識,學生先掌握某科目或範疇的
相當經驗與能力,才有望發揮創造力。同樣情況也
適用於運動場上具創造性的表現。大家不會期望
剛開始發展的年輕運動員會展現甚麼創造力。
聰明的高能力學生需要在任何領域或科目掌握一定
經驗,方可望展現想像力、原創性與機智,繼而發揮
具有意義而切合現實的創造力。我記起我的研究院
學生初入學時,對心理學任何領域都缺乏實質認識,
卻有相當熱忱。他們提議心目中「具高度創造性」的
研究題目時,我叫他們先去圖書館(或互聯網),就
他們興致勃勃打算研究的題目,潛心搜集相關資料。
他們最初埋怨我妨礙他們發揮創造力,但不久就
恍然大悟,明白進行一個具創造性的研究前,必須先
深入了解他們的題目,並徹底了解之前的人就哪些
題目進行過研究。
問4:在注重學業的環境裏,請問你如何將創造力融入學習中?
8
問5:你既是家長,亦是這領域的專家,可否分享你培養孩子創造力的經驗?
專題研習 Feature Article (l )
多謝你說我是創造力領域的專家。雖然這樣說有爭
論餘地,但我為人父卻是亳無爭議的事實。我太太和
我育有三名孩子,現在他們都已長大成人並且出人頭
地。我感到很幸福。我樂於向貴刊讀者提供幾個
建議,希望有助發展孩子創造力。首先,雖然我堅信
年輕人要在某領域掌握一定程度技能與經驗後,方能
展現創造力,但我亦強烈支持早在兒童成長初期,就
讓他們參與可啟發創造力、能樂在其中而且趣味盎然
的活動。那些活動其樂無窮,有助建立冒險精神和
高層次思維的學習文化。鼓勵子女在家中和遊樂場
表現探索精神、創新精神和創造力,顯然有其教育
價值。這是我提供給家長的第一原則。
第二,任何 有助提 升子女對至少一個學校科目的
學習動力、堅持、熱情、自信、熱愛的事,家長都應
盡量做,以便為子女未來創造力發展奠定基礎。
兒童須意識到犯錯完全不是問題,所有成就不凡而
善於創造的人,都經歷過沮喪、失望、犯錯和挫折。
這些重要的態度和信念,在兒童成長初期就要向
他們灌輸,並先在家庭中建立起來。這些態度和
信念對兒童最終在學業上超越能力水平並達至卓越
和專業知識水平,並展現創造力,至關重要。Jane
Piir to為我的2008 Handbook of Giftedness in
Children撰 寫一篇文 章,形容主 動 性 強 的學生有
一 團 學 習「怒 火」。父母幫助子女 燃 起學習怒火
─對知識、探索、解決 智力和現實 世界 難 題的
熱情,有助他們將來投身社會時,在講求創意解難
技巧和創意生產力的職場發展事業。
家長是影響兒童最深的榜樣。家長對子女創造力和
革新精神有所期望,可成巨大推動力。家長如果在
着重甚至過份着緊分數之餘,也重視子女展現出的
努力和想像力,已經表達出一個強而有力的訊息了。
家長亦可鼓勵或獎勵創造力發揮。人類的好奇心
是 與 生俱來的,這 天性 顯 然 是為了求存的。一旦
家長(或兄姊)對子女的發問不加理會,子女會即時
意識到家中不鼓勵好奇。好奇心是對周遭事產生
驚奇疑惑的樂趣,只要子女的提問是有誠意,家長
應鼓勵並重視兒童的發問。
最後,家長應給予子女充份時間和自由去探索和
遊 戲。這點很重要,尤其是在二十一世紀,兒童,
尤其是資優生,由早到晚都給安排了活動,閒逛與
探索世界時間少之又少。多項研究都認為遊戲和非
結構式活動與創造力是相關的。蒙特梭利學校以
探索學習為理念,研究顯示這教學模式有助提升
創造力。總而言之,我希望上述的各種意見,能成為
貴 刊家長讀者的「精神食 糧」,助 他們考慮 如何
提升資優子女的創造力。
9專題研習 Feature Article (l )
In this issue, Professor Steven Pfeiffer, an expert in gifted education, shares his views on developing gifted children’s creativity. He suggests
that parents can learn to identify children’s creativity, provide more learning opportunity and integrating creativity into life and learning.
PARENT STRATEGIES TODEVELOP GIFTED CHILDREN’S
CREATIVITY
This is a very interesting and in fact important first question!
One popular notion that my students often suggest is
“thinking outside the box.” This is a pleasing and charming
metaphor. But one that is not very concrete and does not do
a real good job of explaining exactly what we mean by the
construct creativity! Most definitions of creativity proposed
by authorities in the gifted field include two components. The
first is that when we speak of creativity, it should represent
something unusual, new or innovative. This idea goes back
to the work of Baron in the 1950’s. The second component in
most definitions is that creativity should not only represent
something that is unusual or quite different from the norm
or average, but it must also represent something that is
relevant, useful, or contextually appropriate. This second
component to most definitions of creativity eliminates the
unusual but wild-eyed, bizarre, which most of us would
agree is not what we mean by creative.
There are different ways to view creativity as a psychological
construct. This point may muddy rather than help clarify
the definitional waters on what we mean by the construct
creativity! But it must be stated. We can talk about creativity
from the perspective of better understanding creative
persons – those individuals who have distinguished
themselves over the course of their lives as uniquely creative
and innovative! We could alternatively talk about creativity
based on what we know on how environments – in the
home and family, school, even the workplace, can encourage
or constrain the creativity process and creation of creative
products. This is a second perspective. We could talk about
creativity by discussing the neurophysiologic and cognitive
components of the creative process! This is a relatively new
perspective, and quite interesting! There are researchers
investigating creativity by using EEG and fMRI to understand
how electrical and metabolic brain activity is associated with
divergent thinking and creative problem solving. My new
book on the gifted, published by Routledge, describes some
of these fascinating studies! Finally, we could talk about
creativity by focusing on how creative or innovative ideas
and products are that students design or conceive of! This
is a fourth and I find, extremely valuable perspective! These
four different perspectives are, not surprisingly, related and
together help us better understand creativity. By integrating
what we know about creative persons, the creative process,
the role of the environment, and the creative product we
create a comprehensive tapestry that weaves together four
different, but each equally valuable, threads. My point is that
there is no one correct perspective! In my work with high
ability students, I have found a focus on the creative process
and the important role of the environment – including the
classroom and home, particularly relevant and valuable
to a practical understanding of what we can do to foster
creativity in the lives of children.
An Interview with Professor Steven Pfeiffer, PhD, ABPP
Q1.How do you define creativity?
10 專題研習 Feature Article (l )
Creativity is in a crisis in America, at least according to two
respected pop culture authors writing on recent trends in
creativity. According to authors Bronson and Merryman,
American creativity scores, once ever-rising, are now in a
state of steady decline. They cite in their Newsweek article
a 2011 study authored by Kyung Hee Kim at The College of
William & Mary. Dr. Kim analysed almost 300,000 scores on a
popular creativity test – The Torrance Tests of Creative Thinking.
According to Kim, creativity scores have been steadily
increasing until 1990, but then have sharply declined. Kim’s
research suggests that the decline is particularly serious for
younger children ages 5 to 10 or 11.
Kim’s findings are intriguing and provocative! However, in
my opinion, it is way too early and premature for the public
or for America’s educators and policy makers to panic. And I
am not aware of a similarly conducted study in Hong Kong
or Asia. It may, in fact, be too early for scientists to rush to
test hypotheses which might explain a purported decline in
overall creativity among school aged children in 2012. We
need to wait to read the findings of a few more well-designed
studies in peer-reviewed journals before concluding that
creativity is under threat or in a crisis state!
Although the time to panic is not yet upon us, it does not
seem untimely or imprudent to examine whether we are
Is there a creativity crisis?Can you explain more?
doing all that we can to encourage creativity in our schools
and in our homes! Just about everyone agrees that creativity
is important and valued in today’s society. Creativity is
valued in almost every field or profession across the globe.
Creativity is valued in medicine, the sciences, engineering,
teaching, the arts, politics, business, law, and psychology.
CEOs of Fortune 500 companies and popular business self-
help books identify creativity as a critical leadership skill. It is
almost impossible to think of a profession that does not hold
in high regard innovation, ingenuity, and imagination.
Yet, in today’s schools – both in the United States and I suspect
in Hong Kong – we seem to place a premium and perhaps
excessive emphasis on standardised curriculum, rote
learning of facts, memorisation, and high-stakes testing.
Although this might sound like a gross oversimplification
and even an unfair stereotype, America’s schools focus
considerable time and resources on the learning and recall
of information. America’s schools ask our students to define,
describe, identify, know, label, match, name, recall and
recognise information, when viewed from Bloom’s well-known
taxonomy of learning objectives. As a result, schools demand
less of students in terms of higher-level cognitive skills,
including understanding, applying, analysing, evaluating
and creating.
Q2.
11專題研習 Feature Article (l )
This is indeed an interesting question! I am not sure exactly
what you mean by how parents might go about identifying
their child’s creativity. In my experience, parents are very good
at recognising creativity, even among very young children.
Parents report observing their children, as toddlers, playing
imaginary games and using household objects in quite
creative ways! Parents report reading stories to their 5 and
6 year olds and being astounded when their child creates
imaginary endings to the stories! Many hundreds of parents
have shared stories with me of their young child amazing
them with creative ideas and creative products.
I think that parents, in general, are fairly excellent observers
of creativity. In fact, most of us know when we see
something or hear something that impresses us as unique,
original, novel, imaginative or inventive. So in answering
your question, in my opinion parents are pretty darn good
at identifying creative ideas or creative products that their
child produces. They may not know how to help develop
their child’s creativity, but they surely know when their child
is being creative!
How can parents identify their children’s creativity?
Q3.
12 專題研習 Feature Article (l )
As I suggested in response to your earlier question, in a high-
pressure academic environment, especially one that places
a premium and way too much emphasis on standardised
curriculum, rote learning of facts, memorisation, and high-
stakes testing, time for creativity will suffer. When our schools
ask students, including high ability students, to define,
describe, identify, know, label, match, name, recall and
recognise information, then our students have too little time
during the day for attention to higher-level cognitive skills,
including understanding, applying, analysing, evaluating and
creating! In my new book, which will be published in spring
2012 by Routledge, I discuss a number of suggestions for
teachers and parents. Suggestions that can help promote
creativity in the classroom.
I view creativity within a talent development model. Creativity,
within my talent development model, is one component of
the unfolding of talent in any field or domain. This one point
is perhaps the most important thing that teachers should
consider in understanding how creativity can be infused
within their curriculum! My partiality for viewing creativity as
part of a talent development model has been influenced by
my experience with young children of extraordinary athletic
and intellectual ability. In my model of talent development
– which is described in detail in my new book – I state that
certain threshold of general intellectual ability is absolutely
necessary for any student to reach a level of expertise or
eminent status in any academic field or profession. Let
me clarify this point: for any student to reach a level where
creativity begins to unfold; the unfolding of real-world
creativity, requires a certain level of general intellectual ability.
However, general intellectual ability is never enough to reach
expertise and beyond in any academic field or domain. Of
course, the same can be said in such fields as athletics, theater,
dance, film, music or writing! Specific abilities and well-honed
skills are also critical if we want the high ability student to
move beyond a level of competence – which is nice! – to a
level of expertise in any field. And the student needs to move
beyond mere competence, in my opinion, if they are going to
only after the student develops competence and begins to
taste expertise in the field. I have seen this occur, over-and-
over, with my own graduate students in psychology! In other
words, I view creativity building upon factual, conceptual, and
procedural knowledge, the result of a student first obtaining
considerable experience and competence in any subject or
field before we can expect or hope that creativity will take
hold. The same is true for creative performance on the playing
field. We do not expect creativity to bloom early in the young
athlete’s development!
Bright, high ability students require a fair amount of
experience and exposure in any field or subject matter before
we should expect them to display the imagination, originality,
and resourcefulness that is the hallmark of meaningful, real-
world creativity! I am reminded of my beginning graduate
students, who in the very first weeks of graduate school – with
little substantive knowledge or exposure to any particular
field of psychology, but with considerable enthusiasm and
zeal – propose what they consider “highly creative” research
studies! When I send them off to the library (or Internet!) to
immerse themselves in the topic that they so excitedly want
to research, they initially complain at my slowing down their
creativity! But soon they come to accept and even appreciate
that they need to gain a deep understanding of their topic of
interest and become very familiar and even sophisticated in
discerning what others before them have researched before
they can hope to craft a creative study of their own!
In an academic-driven environment, would you suggest ways of integrating creativity into learning?
Q4.
13專題研習 Feature Article (l )
It is very kind of you to suggest that I am an expert in the
creativity field! Although that may be debatable, at least
there is no dispute that I am a parent! My wife and I raised
three children, now all successful adults. We feel blessed
indeed. I am happy to offer your readers some suggestions
that they may find useful in developing their own child’s
creativity. First and foremost, although I am a strong
believer in creativity occurring only after a youngster has
developed a fair amount of skill and experience in a field, I
also am a very strong advocate that early in a child’s life, it
makes absolutely good sense to provide them with creative,
enjoyable and highly engaging activities! They are fun. They
help establish a learning culture for experimentation and
intellectual risk. And there is a clear pedagogical value in
encouraging discovery, innovation, and creative expression
in the home and in the playground! That is the number one
principle that I would offer to parents.
Second, anything and everything that a parent can do to
help promote drive, persistence, ardor, self-confidence, and
passion for one or more subjects in school is incredibly helpful
as a foundation for future creative growth! Children need to
learn that mistakes are perfectly okay, and that no highly
accomplished creative or innovative adult went through
life without encountering frustrations, disappointments,
mistakes, and failures. These are a very important set of
attitudes and beliefs that develop early in the child’s life and
are first established in the home and family. These attitudes
and beliefs are critical to a child’s ultimate success in going
beyond competence in school subjects to excellence and
expertise! And being creative! Jane Piirto, who wrote a
lovely chapter in my 2008 Handbook of Giftedness in Children,
describes the highly motivated student having a “rage” to
learn. Helping your son or daughter develop a rage to learn
– a passion for knowledge, discovery, solving intellectual
and real-world challenges, will serve them well as they
pursue careers that require creative problem-solving and
creative productivity!
Parents are, as we know well, powerful role models in
their child’s life. Parents can play a potentially huge role in
establishing an expectation for creativity and innovation.
By not only emphasising grades or excessively focusing
on grades, but also valuing the hard work and imaginative
effort that their son or daughter displays, they are sending
a formidable and potent message. Parents can also
encourage and reward creativity! We humans are born with
an inherent propensity to be curious. This innate tendency
or penchant to be curious obviously serves an important
survival role for our species! Kids quickly learn not to be
curious in their home when their questions are not taken
seriously by their parents (or older siblings)! Curiosity is the
joy of wondering about things, and parents can encourage
and value questions by their child, as long as the questions
are sincere and honest.
Finally, parents can allow their child enough time and
freedom to explore and play. This is an important point,
especially in the 21st century when children, especially
gifted students, are programmed from morning through
evening, with little free time to wander and explore their
world. Various lines of research support this idea that
play and unstructured activity correlates with creativity.
Exploratory learning is the idea behind Montessori schools,
and research has shown it to promote creativity. Taken
together, these various ideas, I hope are “food for thought”
as parents who read your magazine consider what they can
do to promote their gifted child’s creativity.
As a parent and an expert in this field, can you share your experiences on developing your children’s creativity?
Q5.
14
創造力的林克忠 香港資優教育學院總監(教師專業發展及家長支援部)
魔術方塊或香港人稱的扭計骰在世界各國流行多年,是匈牙利雕塑家及
建築學教授厄爾諾•魯比克(Ernö Rubik)於1974年發明的。這本是他
造來挑戰自己智力的小玩意,他從未想過可以以它換來巨額銷量(自發明
以來在全球已經售出3億5千萬個)。魯比克先生於1974年發明扭計骰,
經過物料、顏色及形狀的改良,才創新成為現今在玩具店可買到的扭計
骰。在2009年2月5日,其創新的「魔術球360」在紐倫堡玩具展再度綻放
光芒,並於該年8月在全球發售。我們一直見證着魯比克先生連綿不斷的
發明及創新歷程。其實,近年源自美國推陳出新的通訊產品亦是沿着相同
軌跡邁進。
當我們還沉醉於美國的創意工業時,美國《新聞周刊》卻報導有關威廉
瑪麗學院研究員金庚熙的研究,指美國正遇上創造力危機。雖然美國
一般國民智力不斷上升,但是自1990年迄今,各年齡層的「陶倫斯創造
思考測驗」分數一直下降。這現象喚起政客、商家、教育界及各方人士關注。
若要明瞭如何培育創造力,我們必須了解何謂創造力。吉爾福特(1950 ,
1968)分析創造力的四大元素:獨創力、流暢力、變通力及精進力。
專題研習 Feature Article (ll )
靈 魂
15
究 竟 我 們 如 何 培 育 創 造 力 呢?在 芸 芸 理 論 中,
科 廷(1980)提出創意源自四個導向:精鍊內容、擴
散思維、批判思考及有效溝通。他指出豐富內容須配
合敏銳思考及良好溝通,才可發揮出具創意的生產
力。羅德斯(1961)運用4P以回應相同問題。創造力
4P包括個人特質(Person)、產品(Product)、歷程
(Process)及壓力/環境(Press/Place)。換句話,
個人素質、環境因素、創造過程和成果皆重要。除了
這些理論,創造力是可培養的,就是發展同學的後設
認知能力(meta-cognitive capacity)、社群後設認知
能力(socio-metacognitive capacity)及社交情意能力
(socio-emotional capacity)。
首先,資優生應發展後設認知能力,同學應培育為
自主的學習者。他們應能確立問題之所在,找出現況
及理想之差距,從而設法改善,並不斷反思所學及
衡量成就(Law, 2008)。這個內在的反思歷程正正是
創新思維的發動機。故此,很多創意大師也建議每天
有安靜時刻進行反思、在日常規律中偶然嘗試新點子
及反思其得着、問「為何」、「何不呢」、「如果」的
問題、閱讀一本您從不感興趣的書籍及反思其得着、
偶然孩子氣並樂在其中。
專題研習 Feature Article (ll )
獨創力能提供稀有或獨有的意念,能
超越一般慣常意念,創造出非
凡的形態、構思、模式及解決方
法。1968年奧運會跳高運動員
佛斯伯萊摒棄傳統跨越式、俯
臥式及東方剪式而自創背越式
跳法,最能反映他的獨創力,亦
成為日後最常用的跳高技巧。
變通力能提供不同種類的意念,
或 是 能 將 現 存 的 構 思 及
物 質 轉化成嶄新及非凡的
用途。智能手機及其中的
程式可見一斑。
流暢力能提供很多構思或多個可行的
解 難 方 案。李 察‧布 蘭 森 和
盛智文是表表者。
精進力能提供具創意的意念及解難
方 法 之 細 節。愛 因 斯 坦、
愛 迪生和高錕等發明家在這
方面尤其突出。
社 群 後 設 認 知 能 力 亦 不 可 忽 略 。群 體 聯 繫
(connectedness)是創造力的重要一環。歷史上有不
少 偉大發明、創新及革新 也 來自互 動的群體,而
不是具創意的個體。他們在構想、闡述、反思、計劃、
實踐的過程中不斷互相切磋砥礪,完成偉大的發明
及創建,在人類歷史洪流中留下烙印,惠澤人類。
這就是因歐洲文藝復興時期而得名的「梅廸奇效應」
(Medici Effect)。
第三,創意由個人之社交情意能力所牽動。這能力
之發 展,其 複雜 性非筆墨 所 能詳述,牽涉基因、
家庭、朋輩及社會等因素(Affolter, 2003)。但是神經
科專家及心理學家已肯定個人豐富或啟廸經驗,以
及具刺激性的環境可促進這方面的發展。若要提升
創意,同學必須勇於嘗試,不畏失敗。國際文憑課程
(International Baccalaureate) 十項理想學生特質亦
倡議這方面的發展。
過去十年,在互聯網世界裏,人們發明了不少資訊
科技平台及工具,簡稱Web2.0及Web3.0科技。這些
工具在學生學習上帶來何等機遇及價值,有賴老師
及家長們發掘。我們必須發揮這類工具的最大潛能,
輔助學生學習得事半功倍,並盡情發揮創意。還望
未來湧現更多喬布斯!
The of Creativity
16
S O U LPatrick Hak-chung Lam Associate Director (Parent Support and Teacher Professional Development), HKAGE
專題研習 Feature Article (ll )
Rubik’s Cube or the Magic Cube has been popular around the world. It was invented by a Hungarian sculptor and professor of architecture, Ernö Rubik, in 1974. He originally invented it for his own intellectual challenge without dreaming of making huge sales (350 million cubes sold since 1980). Mr. Rubik first invented the Cube in 1974. He then improved it in terms of material, colour and shape. This became what we can buy easily in toyshops nowadays. His new innovation, Rubik’s 360, was sparked at the Nuremberg Toy Fair on 5 Feburary 2009 and released in August of the same year worldwide. We can witness and enjoy it with Ernö’s endless journey of innovation. A lot of similar continuous innovations can be easily found in the field of communication, particularly a number of new products from the U.S. in recent years.
When we appreciate creativity in the U.S., according to a recent study by The College of William & Mary, Kyung-Hee Kimas reported in the Newsweek, America is facing a creativity crisis. Although America’s IQ scores are increasing, the country’s scores on the Torrance Tests of Creative Thinking at all age groups have been declining since 1990. This draws the attention of politicians, merchants, educators and many others to the issue of nurturing creativity.
In order to understand how we nurture creativity, we should understand what “creativity” means. Guilford (1950, 1968) illustrates creativity in four components: originality, fluency, flexibility and elaboration.
OriginalityThe production of rare and unique ideas and the ability to go beyond commonly accepted ideas to unusual forms, ideas, approaches and solutions. Fosbury Flop, named after Dick Fosbury’s ground-breaking high jump technique over traditional Scissors-Jump, Straddle technique and Eastern cut-off approach in the1968 Olympics, is a classic example.
FlexibilityThe ability of producing different kinds of ideas or turning existing ideas and materials into new, different and unusual uses. We can refer this to a number of new features of smartphone and apps nowadays.
FluencyThe competence of producing many ideas and suggesting many possible solutions. Richard Branson and Allan Zeman are typical examples.
ElaborationThe capability of providing the details of an idea or a solution with creativity. A lot of inventors such as Albert Einstein, Thomas Edison and Charles Kao are good at this aspect.
17
參考文獻 ReferencesAdams, W. (2009). The Rubik’s cube: A puzzling success. Time. 28 Jan 2009. Retrieved from http://www.time.com/time/magazine/article/0,9171,1874509,00.html
Affolter, F. (2003). Socio-emotionally intelligence development policies. Retrieved from http://www.psychosocial.com/IJPR_8/Intel_Devl_Politics.html
Bronson, P. and Merryman, A. (2010). The creativity crisis. Newsweek. 19 Jul 2010.
Guilford, J. P. (1950). Creativity. American Psychologist, 5, 444-454.
Guilford, J. P., (1968), Intelligence, Creativity and their Educational Implications. San Diego, CA: RobertKnapp.
Keating, D. P. (1980). Four faces of creativity. Gifted Child Quarterly, 24, 56-61.
Law, N. (2008). Teacher learning beyond knowledge for pedagogical innovation with ICT. In J. M. Voogt and G. A. Knezek (Eds.) International Handbook of Information Technology in Primary and Secondary Education. New York: Springer.
Rhodes, M. (1961). An analysis of creativity. Phi Delta Kappan, 42, 305-311.
How can we nurture gifted children’s creativity? There are
many theories to address this question. For instance, Keating
(1980), in his 4 faces of creativity, states that children should
thinking and effective communication skills. He suggests
that rich content knowledge should be accompanied with
good thinking skills and sound communication in order
to attain creative productivity. Rhodes (1961) answers
the same question by developing 4Ps, namely, person,
product, process and press/place. In other words, personal
attributes, environmental condition, process and product
of creation are taken into account for creative works. In
addition to all these theories, creativity can be enhanced
through the development of students’ meta-cognitive, socio-
metacognitive and socio-emotional capacities.
To begin with, gifted children should develop metacognitive
ability for creativity. They should be autonomous learners
who identify the problem, understand the knowledge-reality
gaps, monitor and reflect their own learning, and assess how
well their target has been achieved (Law, 2008). This internal
process of reflection acts as a locomotive of creative thinking
process. That’s why a lot of creativity trainers advocate the idea
of quiet time for reflection in daily life. Try something different
from the routine once in a while and ask yourself how better
it is. Ask “why/why not” questions. Ask “what if ” questions.
Read a book on something you previously have no interest in
occasionally and then ask how much you gain from it.
Do something childlike occasionally and have fun.
Second, gifted students should develop socio-metacognitive
capacity for creativity. Connectedness plays a key role in
innovation. Most successful innovations in human history
started from a group of interacting individuals. They
positively reinforce each other in the process of brainstorming,
elaborating, reflecting, planning, implementing, and in the end,
leaving a legend in human history. This is how Medici Effect is
named after the Renaissance in Europe.
The third motor of creativity is socio-emotional capacity.
The development of this capacity is very complicated because
it can be influenced by gene, family, peer, social settings, and
many other factors (Affolter, 2003). However, neuroscientists
and psychologists confirm that this capacity can be enhanced
through rich or crystallising experiences and the stimulation of
environment. It is important for children to engage in change in
which risk-taking is allowed. The 10 attributes of the learner profile
stated in the world-recognised International Baccalaureate (IB)
curriculum fully supports this aspect.
A lot of ICT platforms or tools, particularly the Web 2.0 and 3.0
technologies, have been invented in the past decade. It is
up to us teachers and parents to explore the opportunities
and value of these cyber tools. We should fully utilise the
potentials behind these tools in order to stretch students’
learning efficiency and their creative capacity. There is huge
space for other Steve Jobs!
專題研習 Feature Article (ll )
18
看創意天才的傳記,發現他們彷彿有着一些共通點:長大成人後綻放的創意,都與
童年時活於雜亂無章而貧困的家庭環境有關。這種似是而非的說法,那些希望
子女成為下一個霍金或高行健的父母尤感興趣。就此有人進行探索研究,着眼於
童年家庭脈絡與長大後創造力展現的關係。
複雜VS雜亂
Gary Gute、Deanne Gute、Jeanne Nakamura與Mihály
Csikzentmiháyi 於2008年發表的研究,訪問九名來自
社會科學、文科與人文學科、物理學的模範創意人,
了解童年家庭脈絡對日後創造力展現的啟示。
研究強調:「須將complex(複雜)與complicated
區分,後者通常暗示雜亂無章。」(P.343)。研究
提及「複雜家庭架構」(Csikzentmiháyi, Rathunde, &
Whalen, 1993),仍然認為複雜家庭包括兩個部份:
分化與融合。在家庭裏,每人通過追求與別不同和
轉變,從而步向分化。同時,家人提供情緒支援、有共
同價值觀、傳統、目標,設下明確規則、限制、結構
以維繫家庭。分化與融合之間的和而不同及相互
作用,成為培養創造力以至創造力最終發光發熱的
最佳家庭脈絡。
研究分享 Research Corner
19研究分享 Research Corner
融合
融合對培養創造力也很重要,既是激發子女潛能的
彈床,在他們失敗時亦可充當安全墊。許多受訪者
都高度重視家長給予物質上、言語上還是情緒上的
支援和鼓勵,認同那是他們後來得以展現創意成就
的關鍵因素。許多受訪者都想起與家長相聚之時,
家長無條件的情緒支援,營造了安全、溫暖而和諧
的氣氛,令子女可以暢所欲言,表明心跡。
有趣的是,有受訪者特別提到,只有積極協助子女
在擅長範疇發展,而非積極協助子女在家長認為
他們擅長的範疇發展,才對子女有幫助。一名身兼
小說家和劇作家的受訪者形容「……家長從不(將
他們的看法加諸我們身上)。他們只看眼前的:我
是個怎樣的人,我的兄弟又是怎樣的人,我們可以有
甚麼成就,可怎樣幫助我們等。」(P.347)受訪者的
家長亦會接受子女在某一範疇有失敗的可能,會
鼓勵他們在其他範疇發展也有機會成功。
最後,受訪者提 及家長會 制定 家 規,灌輸正確的
價值觀。受訪的爵士鋼琴手兼作曲家以一個典型例
子闡明這一點。曾幾何時,爵士樂與毒品扯上關係。
受訪者 幸得家人潛移默化,明白到吸毒只會破壞
家庭和諧關係,終向毒品說不。回望那段經歷,他
認為家規和家庭價值保護了他的創造力,幫他專心
把握創意機遇,不受其他事情干擾。
分化
想在家人中別樹一幟,先要尋求挑戰。家長應容許、
協助甚至要求子女接受超越現有技術水平的挑戰。
雖然不利的宏觀與微觀社會經濟因素可能產生影響,
但家長仍可在資源匱乏下鼓勵分化性,容忍兒童的
好奇心。許多受訪的典範創意人童年適逢大蕭條時
代,家 庭 生 活拮 据,用於開拓創造 力機 遇的資 源
所 剩 無 幾。受 訪 者 坦 承 家 長理 解 子女 的 興 趣,
是間接但有效的動力。受訪的女雕塑家,憶述決定
去紐約入讀戲劇學校時經過幾番掙扎。她的家人
都 不太 願 意 提 供 精 神上 和 金 錢 上 支 持,但 知 道
那是 她發展創造力的機遇,始終沒有阻止她。
處於另一極端的,是子女罹患「超級孩子綜合症」的
家長。在香港,富裕家庭的子女,十之有九被安排
參加學前唱遊班、興趣班、課後補習班。家長不論
子女能力如何,只望子女都成為「超級孩子」,文武
雙全。受訪者的家長恰恰相反,他們的家長「不會
期望子女達到自己也達不到的水準,卻會營造一個
環 境,以 身教 方 式 希望子女每天從他們身上學會
一些良好習慣。」(P. 352 )
另一位受訪的經濟學家,從父母角力時的相互影響
和緊張關係,學會調和矛盾。她指出家庭裏的極化
令她的創意成就得以 展現,擴闊她的視野,以多
角度看世界和接受新經驗。
受訪者的往事中出現甚麼分化與融合的特殊標記?
總結Gute等人的研究,佐證家庭複雜性是創意天才人生重要一環的說法。家長積極輔助子女
發展創造力,可能是典範創意人能否出現的關鍵。本文以一位受訪者的感想作結:
「一般以為創造力是與別不同的人格特質,能如湧泉一樣遽然迸發……我認為潛藏創造
力的人為數不少,只是他們的創意被束縛着……令他們以為只有依循某種方式才能發揮
功能……他們可以……克服恐懼,……只要他們獲得肯定,有時憑一己之力,有時靠良師
之助,潛能就得以發揮。」(P.355)
20 研究分享 Research Corner
Complex family context in childhood, which is blended with differentiation and integration, is related to their creative achievement later in life, a 2008 study found. It is the non-precluding interplay between differentiation and integration that lays the optimal family context for cultivating creativity, and ultimately contributing to later creative achievement.
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Differentiation
Dealing with difficult circumstances
Stimulating new interests and challenges
Modeling habits of creativity
Building a demographically diverse family
Integration
Supporting existing interests and aptitudes
Spending time together
Teaching core values/setting rules
Tolerating failure
Table 1. Markers of differentiation and integration in family context
To foster differentiation, parents not only allow and facilitate
but also demand their children to take on challenges that
go beyond their current level of skills. While undesirable
socio-economic factors may matter, parents can encourage
differentiation amid scarce resources by being tolerant of
childhood curiosity. Parents’ understanding of children’s
interests can simply be an effective, despite being less
direct, motivator.
The study, conducted by Gary Gute, Deanne Gute, Jeanne
Nakamura and Mihály Csikzentmiháyi, closely examined
interview transcripts of nine creative exemplars. Analyses
of transcripts suggest that differentiation has its roots in
involvement and freedom that allow creative exemplars
to “be themselves” by seeking out new challenges and
opportunities. Likewise, integration stems from coexistence
of harmony and help, qualities that promote a sense of
belongingness, value and security.
研究分享 Research Corner
參考文獻 References
Csikzentmiháyi, M., Rathunde, K., & Whalen, S. (1993). Talented teenagers: The roots of success and failure. Cambridge, UK: Cambridge University Press.
Gute, G., Gute, D. S., Nakamura, J., & Csikzentmiháyi, M. (2008). The early lives of highly creative persons: The influence of the complex family. Creativity Research Journal, 20(4), 343-357.
Parents described in the interviews “did not expect their
children to rise to standards they themselves could not
uphold. They created environments in which habits of
productivity were modeled on a daily basis.” (p.352) Many
creative exemplars learned important habits through
imitation. One interviewee interpreted his father, from whom
he learned to achieve satisfaction from intense concentration
on challenging tasks, as a role model in his life.
Integration provides not only a trampoline to excel their
children’s potential but also a safety cushion when they fail.
Parents’ unconditional material, verbal and emotional support,
and encouragement established a safe, warm and harmonious
atmosphere to “get people really to express what they think.”
(p.347) These support are more reconciled when parents and
their children spent the time together.
Some interviewees highlighted that parents’ active
facilitation to develop in areas children show an aptitude,
but not in areas parents think their children have an aptitude,
helped. Parents of the creative exemplars also provided
support by accepting the possibility that their children might
not succeed in one domain, and reminding them that they
could succeed in others. Last but not least, parents described
in the interviews formed home rules and values to protect their
creativity, keep him focused on his creativity opportunities
參考文獻 ReferencesAmabile, T. M. (1983). The social psychology of creativity. New York: Springer Verlag.
Amabile, T. M. (1996). Creativity in context: Update to “The Social Psychology of Creativity.” Boulder, CO: Westview Press.
Amabile, T. M., & Gryskiewicz, N. D. (1989). The creative environment scales: Work environment inventory. Creativity Research Journal, 2, 231-253.
Baer, J., & Kaufman, J. C. (2005). Bridging generality and specificity: The amusement park theoretical (APT) Model of Creativity. Roeper Review, 27, 158-163.
Csikszentmihályi, M. (1996). Creativity. New York: Harper Collins.
Finke, R. A., Ward, T. B., & Smith, S. M. (1992). Creative cognition. Cambridge, MA: MIT Press.
Kaufman, J. C., Plucker, J. A., & Baer, J. (2008). Essentials of creativity assessment. New Jersey: John Wiley & Sons, Inc.
Rhodes, M. (1961). An analysis of creativity. Phi Delta Kappan, 42, 305-311.
Robinson, A., Shore, B. M., & Enersen, D. L. (2007). Best practices in gifted education: An evidence-based guide. Waco, TX: Prufrock Press.
Sternberg, R. J., & Lubart, T. I. (1995). Defying the crowd. New York: Free Press.
Sulloway, F. J. (1996). Born to rebel. New York: Vintage.
陳家偉(2005)。創意教與學,匯智出版有限公司,香港。
What is Creativity?Using 4P Model to Understand Creativity (Synopsis)Authors and researchers from different backgrounds publish many self-help books on creativity, and
workshops on fostering children’s creativity are introduced on a regular basis. Indeed, parents’ knowledge
on creativity could be more important than these articles and programmes to their children’s creativity
development. However, creativity remains a mysterious, enigmatic subject to some parents. An overview of
the 4Ps model (Person, Process, Press and Product) and parenting skills is presented in the current article.
It provides some basic concepts about creativity and tips to encourage creativity at home, such as the eight
aspects of environment that stimulate creativity and the link between intrinsic motivation and creativity.
The article is intended to be accessible to all parents with an interest in creativity.
Profile of Wong Wai-yingMiss Wong is currently a student guidance officer in a primary school. She has more than 20 years of experience as a primary and secondary school teacher and in providing school guidance and counselling services. She loves children and cherishes a dream. She also hopes that every one of the children cherishes their own dream. You may contact Miss Wong at http://blog.yahoo.com/wongyolanda or via email at [email protected]
家長園地 Parent Zone
我有兩個兒子。哥哥是Wilson,弟弟是Raymond。
約十年前,我因工作需要到大學修讀「啟迪資優」
課程,後來也找了在課程中認識的教育心理學家
黃太為弟弟和哥哥進行智力評估。當時只有六歲,
一向乖巧和自學能力很高的弟弟Raymond,得到的
智力評估分數是133。十一歲的哥哥Wilson自小放
任不覊,有着豐富的幽默感,常天馬行空。他得到
的智力評估分數是150。R ay m o n d在學業和自我
管理上,一直很少要我們操心。相對於R ay m o n d一直平順的學業和小提琴的興趣發展,特別資優的
Wilson的成長實在充滿「驚」「喜」。
Wilson今年已二十一歲,是大學二年級的學生。今
晚,W i l s o n又給了一篇剛寫成並準備參賽的短篇
小說 給 我 看,問我 好看嗎。就像他讀小 學時 候,
畫了一幅構圖十分細緻的巴士圖畫,或是用廢紙造
了一個有趣的機械 人 之後,給 我 看時所問的。我
說 我 不懂 得 去 評 論,因 為 所 有父 母 對自己子女
所 做 的,都難免會加上感情因素來欣賞,不見得會
客觀。自從他小時開始,對於他澎湃的創意,我能
做到的只是作為忠心的觀眾來欣賞。
其實,Wilson自小討厭呆板的學習,對功課和考試
的重視遠不及對玩的重視。學習大提琴也是隨心而
學,喜歡自娛多於刻苦的練習。他最喜愛的除了是
玩不同的玩具外,便是看書、看漫畫、創作小手工和
畫圖畫。他的生活反映他是不折不扣的享樂主義
者。直到高中階段,他開始沉醉於寫小說,寫滿了
一本又一本的筆記本子。就讀理科的他偏偏常在學
校圖 書 館 和家中 全 情投 入 閱 讀 文學 和哲學 書 籍
與日本漫 畫。結果,他 的學業 成 績 強 差 人 意,會
考 和高考 各科合格,但不足以入讀心儀的大學資
助學位,結果他在香港公開大學就讀全日制的學士
課程,主修「創意寫作與電影藝術」。他修讀了合適
他性格和能力的學系後,終於嘗到了成為系內優秀
學生的滋味。最近兩年在香港話劇團的「夏日短劇
節」中,W i ls o n都獲得「最佳編劇獎」。原來除了
我欣賞他的創意外,他的創作也得到老師和戲劇
導師的一致讚賞。
在他讀小學的時候,我除了協助他的功課和默書,和
考試前數星期的溫習外,我不會對他其他的「無謂」活
動壓制。否則,便等於扼殺了他的童年和樂趣,剝削
了他在自得其樂的活動中享受和肯定自己的機會。
始終,我覺得要「迫」出來讀的書,日後便成為逃
避讀書的因由。我相信,親密的親子關係,是幫助
W i ls o n肯定自己的重要因素,而不是靠分數來給
他自我肯定。
Wilson自小常在像是漫不經心的生活中。後來我才
發現,原來他的創作生命,是要在沒有競爭,沒有外
在壓力,甚至被人視作慵懶(所謂hea)的生活模式
王惠瑛 小學輔導主任
戲無益我的兒子真慵懶
啟 發 孩 子 的 創 意
31家長園地 Parent Zone
中,才慢慢孕育出來。直到不久之前,他困惑地問我
如果當年我更強硬的迫他讀書,放棄對考試沒有太
大幫助的其他興趣,他會否有更好的出路。今天,在
他 選 擇 的 道 路 上,他 深 感 自己 的 不足。部 份 是
因為 小時候沒有打好基礎,這正是一些資優兒童的
通病,就是不願意做自己不喜歡的事,所以往往被
標籤為低成就的資優生(gifted underachievers)。
今天的Wilson,和時下的年輕人一樣,每天在電腦
前 花上 大半清醒和不用上課的時間。通常,他在
電腦上一邊寫小說,一邊聽 Yo u t u b e,同時又 與
朋友在 f a ceb o o k 上談話,或是將自己剛拍攝好的
作品上載到個人網頁。記得他小時的志願,是了解
所有世界上的原理和知識。現在,他能在寫作和
攝影中表達自己豐富的想像和創作力,也繼續在
浩瀚的書本中與偉大的作者們神交。跟很多的資
優生一樣,世界上的不公義和苦難,會令W i l s o n感到鬱結,而這些沉 重的思考,卻往往 成為他在
I have two gifted children. Raymond has high self-learning
capacity and I do not worry about him. However, it is quite
another story for his elder brother Wilson. He is humorous and
adopts an unconventional but unconstrained lifestyle. In the
course of his development, he gave me quite a few “surprises”.
Wilson is now a 21-year-old sophomore. He hated inflexible
teaching styles since he was a boy. He did not care much about
his homework and the examinations. Instead of studying
industriously, he was always fond of doing something to
amuse himself. In high school, he became obsessed with novel
writing. As a result, his performance in HKCEE and HKALE left
much to be desired. He got no offer from the universities he
wanted to attend. Finally, he entered the Open University of
Hong Kong and took the bachelor’s degree course in Creative
Writing and Film Arts Society. That was the course that
matched his personality and ability. He was in his element and
became the most outstanding student in his class. In the past
two years, he received the awards for best screenwriter twice.
When Wilson was a pupil, I would not repress his “senseless”
activities lest he would be deprived of the childhood joy and
小說和劇本創作中的重要成份,在他廿歲的年紀
中,對人生有着比同年齡的學生更成熟的悟性。
對於教養這兩位資優的兒子,我相信合適的環境和
教導,特別是給予他們足夠的成長空間,和溫暖的
家庭氣氛,才 能幫助他們發揮 本性和潛能。更 重
要的,是讓他們過一個快樂和健 康的童年,才 能
給 他們 有足 夠 的安 全 感 來 探 索和建 立 屬於 他們
的人生路。我想我不會用一般的「成功」標準來衡
量他們的成就。其實,誰去決定要達至什麼才是 成
就(achievement)?對於家長或子女來說,尋求
知識(knowledge)和獲得學歷(qualification),哪一樣
更重要?「勤有功、戲無益」是中國人的傳統觀念,
在 W i l s o n的生活中,玩樂仍是不可缺少的,但他
的志願,更 是 成為作家和學者,將 他的像玩 樂般
的 創 作 力 在 藝 術 和 學 術 的 範 疇 中 盡 情 發 揮。我
慶幸,他沒有白費上 天 給他特 殊的優異智力,他
仍然能尋求夢想,在他的創作生涯中實踐夢想。
the opportunities to raise his self-esteem through such self-
amusing activities. I believed that an intimate parents-children
relationship, not the test scores, was the main factor that
helped Wilson to boost his self-esteem.
I understand that Wilson’s creativity can only be cultivated in a
non-competitive environment where he is under no pressure
or, better still, when he is regarded as lazy and hedonistic.
By parenting gifted children like Raymond and Wilson,
I believed that a favourable environment and an appropriate
parental teaching style, adequate freedom for them to
develop and a warm family are necessary for them to stretch
their full potentials.
An old Chinese goes, “Reward lies ahead of diligence, but
nothing is gained by indolence.” But for Wilson, it is just the
opposite. Having fun is indispensible in his life because his
dream is to accomplish artistic and academic achievements
through his creativity sparked by fun.
I considered myself lucky enough to have a gifted child like
Wilson, who does not waste his exceptional intelligence and
realise his dreams in a creative career.
Nothing is Gained by Indolence? My Son is Lazy? How to Stimulate Creativity in Children? (Synopsis)
“Creative Learning and Teaching” is a well-organised, easy-to-read book with tens and hundreds of inspiring ideas to help parents and teachers guide students in creative development. Chan, the author, explains the Eastern and Western styles of problem solving skills, thinking strategies and creativity exercises. The book is a thoughtful and engaging resource for all parents and teachers who want to understand the characteristics of creativity, how to encourage students and discover practical ways to set up an environment that will help them think and create more.
Dr. Stephen Tommis (right), Executive Director of the HKAG
E,
welcomed Professor Steven Pfeiffer (left), who delivered t
he
keynote address for the Parent Conference.
資優生林卓智女士及林敬喬同學向家長分享過來人的心聲Ms. Lam Cheuk-chi and Mr. Lam King-kiu shared their experience as gifted students.
35
陳 梁 淑 貞校長 則以「少走彎路:『師』『長』同携
資優兒邁上理想學習路」為講題進行分享。期間,
她探討如何為資優生設計適切的課程及營造具挑戰
性的學習環境,以提升他們的學習興趣,促進他們
學習。她亦以德國、瑞士及其教學經驗作例子,闡述
了設計資優課程背後的理念。
另外,會議亦有幸邀請約10 名講者,在分組論壇
分享,並與家長交流。當中出席講者包括香港大學
心理學系助理教授甘志明博士、香港城市大學應用
社會科學系助理教授許娜娜博士、基督教香港崇真會
教育心理學家戴偉堂先生、雙重特殊資優兒監護人
黃清雲女士、資優生及資優家長等。
會議的最後一部份,由許娜娜博士及陳梁淑貞校長
主持綜合論壇,就會議主題作總結,並解答家長的
疑問。家長們透過會議得到不少啟示,而會議亦在
掌聲下圓滿結束。
活動花絮 Event Highlights
家長向專家踴躍發問
Parents did not
hesitate to ask
questions.
36 活動花絮 Event Highlights
EducationExpertsfromaroundtheWorldand300ParentsSharingInsightsonGiftedEducationinParentConference2012From identifying gifted children to creating favourable developmental conditions for them, parents play an important role all along in nurturing gifted children. With an aim to support the parents, the second Hong Kong Academy for Gifted Education (HKAGE) Parent Conference 2012 was held on Saturday 3 March at the Academy. The theme for the Conference this year is “Nourishing the Gifted Brain and Heart.” During the conference, around 300 parents from Hong Kong acquired new knowledge about gifted education from the education experts. They also had a chance to share their insights on nurturing the gifted. After the Conference, parents of gifted children were expected to be able to nurture their kids more effectively while developing their full potential.
Dr. Stephen Tommis, Executive Director, The HKAGE, delivered
the welcome address and introduced the two guest speakers,
Dr. Steven Pfeiffer, Professor, College of Education, Florida State
University, and Mrs. Chan Leung Suk-ching, Gloria, Principal
of Kau Yan School. The two seasoned education experts
delivered keynote addresses explaining how important
thinking skills training and emotional education are to the
nurturing of gifted students.
Dr. Pfeiffer’s speech, titled “Helping gifted students to be
successful: the role of caring parents,” explained to parents
the concept of “emotional intelligence” and gave a brief
introduction of the “five principles,” which aimed to guide
parents to support their gifted children’s healthy mental
development while cultivating their potential.
“NourishingtheGiftedBrainandHeart”
2012年度家長會議吸引眾多資優家長出席 Parent Conference 2012 attracted hundreds of parents.
陳梁淑貞校長(左)和許娜娜博士(右)為家長解答培育
資優兒上的疑問
Mrs. CHAN LEUNG Suk-ching, Glori
a (left), Principal of
Kau Yan School, and Dr. HUI Na-n
a, Anna (right), answered
parents’ questions on nurturin
g gifted children.
37活動花絮 Event Highlights
Mrs. Chan’s speech, “The road less travelled: how parents and
teachers walk with the gifted children in order to meet their
learning needs,” explored how to design courses tailored
to gifted students’ need and create a challenging learning
environment in which students’ learning interest can be
enhanced. She cited teaching experience in Germany and
Switzerland as examples to illustrate the rationale behind the
designing of gifted education courses.
Ten other speakers joined the concurrent sessions to share
and exchange their insights with the parents. The speakers
included Dr. Kam Chi-ming, Assistant Professor, Department
of Psychology, University of Hong Kong; Dr. Hui Na-na, Anna,
Assistant Professor, Department of Applied Social Sciences, City
University of Hong Kong; Mr. Dai Wai-tong, Darren, Educational
Psychologist, Tsung Tsin Mission of Hong Kong; Ms. Phyllis
Wong, Guardian of a 2E teenager and Mr. Lam Hak-chung.
The whole-day conference ended successfully with a
concluding forum and a question-and-answer session for
parents hosted by Dr. Hui Na-na, Anna and Mrs. Chan Leung
Suk-ching, Gloria. The parents said that the Conference
provided them with many inspirations.
1.Promotebalanceinyourgiftedchild’slife.
2.Normalise your gifted child’s experience. Parents should avoid focusingexclusivelyonyourchild’sspecialtalenttotheneglectofother importantdevelopmentalexperiences.
questions like: after our children were identified
as “gifted children”, will they feel pressure to be
smart in school because of the label? Do teachers
expect too much from the gifted kids? Will gifted
children be alienated by their normal classmates?
How about their social life? Can they build a
positive self-image? Will their emotional quotient
become an obstacle in their daily life? All these
questions show that we are just “the worried
parents of gifted children”.
I have attended the Hong Kong Academy for Gifted
Education (HKAGE) Parent Conference held on
3 March at the Academy. The theme this year
was “Nourishing the Gifted Brain and Heart.”
Two guest speakers, Ms. Lam Cheuk-chi and Lam
King-kiu, shared their experience as gifted
children. They said the label “gifted” did not
pose any negative effects on them. Instead, what
they received are support and encouragement that
have positive effects on their studies, forming
relationships with classmates, and self-image
building. They expressed gratitude to their own
parents. Ms. Lam remembered that when she was
young, she had a passion for music. Then her
parents let her play violin and created a space
for her development so that she could pursue
her interests without restrictions and stretch
to her full potentials. Lam King-kiu thanked her
parents for giving him freedom so he could join
the expedition to the North Pole. As a result, his
knowledge was enriched and horizon widened. He
also gained a first-hand experience that can make
a normal secondary level student jealous.
I think under the current education system,
worried parents of gifted students have a reason
to feel anxious and helpless. Generally speaking,
schools do not know much about the emotional
reactions of gifted children. They usually think
gifted children are just “trouble makers”, who play
no attention in the classroom but only look around
aimlessly. Or they always disturb classmates and
receive warning from school as a result. In order
to help their gifted children to develop healthily,
worried parents can only cater to their needs
with limited social resources like the expensive
short term courses for gifted students launched
by tertiary institutions/universities.
Fortunately, we have Mrs. Chan, one of the speakers
in the Conference. She shared her insights on the
teaching issues and curriculum planning of local
primary schools. She paid special attention to
gifted education. If we could trust the students
and let them have thorough study on topics of their
interest without restricting their thoughts, or if
teachers and parents let them acquire knowledge
through extracurricular books, the internet and
the nature, then the next generation can have
extraordinary learning achievements. I hope this
learning approach will one day become the core of
education reform in Hong Kong.
Gifted children are like jades. Parents, teachers,
schools, education specialists and people with
the same ideals need to cooperate to turn the
jades into treasures. Whole person education
should be implemented in kindergartens, primary
schools, secondary schools and universities to
cater for the needs of gifted students and help
them stretch to their full potentials. In the
future, they will be the pillars of Hong Kong.
Their talents may meet the needs of the future.
They may even make important contribution to the
developing countries.
Cheung Wing Keung, Parent
40
我有兩個兒子,經測試後證實是資優生,IQ在140以上。我為了學習和
掌握如何培育他們,參加了不少有關資優教育的課程。最近,好友為我
推介香港資優教育學院2012年度家長會議,看了內容後覺得很吸引
便出席參加是次會議。在會議中,每個講員都很有資深經驗,喚起我以
往所學的,尤其是陳校長對學生的關愛,教曉我如何放下執著和怒氣,
用愛去與孩子打好關係,但亦不會失去我們的底線,雖然對我來說有
點困難,但我會嘗試努力去做。
而對我有深刻印象的是兩位資優生的分享。他們都曾讀傳統學校,
林小姐自小酷愛閱讀,做事積極,現在事業有成。另一位林同學幸好
在小三轉到適合他學習的學校,又能遇到好師父,現在各有所成。雖然
資優生多是人們眼中不太了解的一群人,然而,怎樣發揮他們對學習的
好奇心,引導資優生積極學習呢?相信很多家長都很有興趣知道。
希望天父賦予資優生的才能可以發揮出來吧!
家長們!努力!
林太
Both my two sons are gifted students with IQ above 140. In order to know
more about how to nurture them, I have participated in many gifted education
programmes. Recently, my friend told me about the HKAGE Parent Conference 2012
and I found its programmes too attractive to miss. I found that every speaker
in the Conference was very experienced. They helped me to recap what I have
learned. Mrs. Chan’s care and love for the students inspired me to stop being
obstinate and angry to my children. She told us to use love to communicate
with children while not compromising your principles. Although this is not an
easy thing to do, I am willing to try.
The two gifted students speaking at the Conference impressed me so much.
Studying in normal schools, Ms. Lam liked reading since she was a child. She is
hard-working and now very successful. Lam King-kiu changed to a school that
catered to his learning needs when he was in primary three. He was fortunate
enough to have excellent mentors. He is outstanding too. Since most people
do not understand gifted students, I think parents are eager to know how to
motivate their children’s curiosity and learning passion. I wish the world would
give gifted students ample opportunities to manifest their abilities.
Parents, Keep it up.
Mrs. Lam
活動花絮 Event Highlights
41活動花絮 Event Highlights
I would like to congratulate the Parent Support team for all
their wonderful efforts in organising the parent conference.
I wish I had gone to each of the talks, they were all very
interesting. I marvelled at Mrs. Gloria Chan’s presentation.
I felt very touched by her passion and open-minded
perspectives on nurturing gifted students. I was keen on
her mentor approach, a fabulous way to share knowledge.
Just by looking at her slides and photos, I could feel the
encouraging atmosphere that she has created for her staff
and the students, and the joy from her heart in education.
I wish there were more of these education leaders in HK.
Agnes Chiu Lee, Parent
感謝家長支援組全力籌辦了是次的家長會議。當日
所有講座都十分精彩,要是全都能出席就好了。我讚賞
陳梁淑貞女士的演講。她對資優生培育的熱誠和開放
態度,令我十分感動。她提倡的良師教學模式我尤為
喜愛,我認為是分享知識的妙法。單看她的幻燈片和
照片,我已感受到她為教職員和學生營造的振奮人心
氣氛,以及她投入教育的喜悅。但願香港有更多像
陳梁淑貞的教育領袖。
42
目標 Objectives
Hong Kong Academy of Gifted EducationParent Education Programme (PEP) 2012-13
香港資優教育學院「家長學堂」2012-13
香港資優教育學院之「家長學堂」為資優兒家長提供實用而靈活的學習體驗,
以不同的主題和多樣化的課程模式,配合有系統的培訓方法,切合不同程度
及背景家長的需要。
學院動向 Forthcoming Academy Events
HEART情意教育
Affective education透過情意教育,例如:情緒教練
家長培訓課程、情意百寶袋講座
等,家長能認識和掌握管理子女
情緒的技巧,增強處理子女情緒
問題的能力。The parents acquire relevant knowledge and skills of facilitating their gifted child’s socio-emotional development through joining programmes such as emotional coaching , counselling the gifted etc. Parents’ confidence in handling the related issues would be enhanced.
KNOWLEDGE思維教育
Cognitive education
透過不同的課程,例如:解構資優
兒、高階思維等,家長能認識培育
資優兒思維能力的理論和方法。
家長可利用這些知識,協助子女
達成個人及學業目標,並減輕子女
的憂慮。Through participating in different PEPs such as understanding gifted child, nurturing higher order thinking and developing creativity etc. that parents can recognise various theories and relevant approaches of development.
AWARENESS喚醒正面管教意識
Awareness on positive parenting
家長將學會資優兒童的特質,包括
學習模式、需要及行為等。對於既
關心子女智力與天份,又重視個人
價值和獨特性的家長而言,專門認
識資優兒童是必須的,因這種覺醒
能幫家長輔助子女學習與成長。Parents’ capability and parenting skills are enhanced through acquiring effective strategies in nurturing their gifted child on a range of topics such as emotional management and behaviour modification, executive functioning and parent-child communication.
HKAGE:是我們「家長學堂」課程的理念,也是我們舉辦課程/活動的目標。
43
香港資優教育學院「家長學堂」2012-13
Our Parent Education Programme aims to provide practical and flexible learning experiences for the parents and gifted children. A variety of topics and modes, accompanied by a systematic training approach, are introduced to meet the diverse needs of our parents.
學院動向 Forthcoming Academy Events
GROWTH家長成長
Personal growth
家長成長課程為家長提供各種
減壓和反思的工作坊,例如正念
─壓力管理等。這些工作坊有
助家長學會如何解決難題,並應
付資優子女的不同問題。Our PEP provides parents with opportunities of broadening their horizons and addressing their well-being. Workshops on topics such as mindfulness, parent-child parallel group, parent support group are organised for this purpose. Parents’ growth in terms of conception, competence and values are crucial to the growth of their gifted children.
EMPOWERMENT 成為有效能的家長To be an effective parent
家長透過參與不同類型的工作坊和訓練
課程,學懂如何克服教養天資非凡子女
所面對的特殊障礙、風險與挑戰。親子
平衡小組與家長友伴同行訓練計劃正
提供多種有效對策,幫助家長解決這些
問題,並引領他們學習,成為孩子最佳
的倡導者。Through participating in different programmes, the parents of gifted children can develop a healthy outlook of life and a positive attitude in becoming effective parents. They are able to develop an understanding of their children, themselves and empowering themselves to nurture their gifted children.
HKAGE is our Parent Education Programme’s mission and objectives.
(I) Foundation Course: To increase parents’ general understanding of giftedness
(II) Intermediate Course: To extend the knowledge and skills of specific areas of gifted parenting
(III) Advanced Course: To obtain an in-depth understanding of specific areas that incorporates theory and practice in nurturing the gifted children
(IV) Special Events:Parent Orientation, Parent Conference and the Annual Hotung Lecture
(a)Seminar• ABCs of giftedness • Understanding your gifted child• Nurturing the giftedness • Affective needs of gifted children• Nurturing creativity • Developing higher order thinking• Career planning of gifted adolescents• Understanding and helping gifted underachievers
(b) Workshop• Creativity and scientific experiments in home environment• Parental strategies in helping underachieving gifted child• Enhancing gifted child motivation on study• Coping with developmental issues of gifted adolescents
(d) Parent-child parallel group• Parent-child parallel group for gifted ADHD children
and their parents
(c) Parent group/ peer support group• A deep understanding of gifted child: using projective
drawing and narrative approaches• Assisting secondary gifted child in career planning • Enhancing parents’ counselling skills with their gifted child• Developing executive functioning skills of gifted child
Modes and Topics of 2012-13 Programmes:
47
Parent Support Division家長支援部2012年5月至8月 MAY – AUGUST 2012
家長工作坊 Parent Workshops 對象 Target 舉辦日期 Date
照顧資優生/高能力學生的需要:兩極考察的啟示Meeting the Needs of the Gifted/High-ability learners: A Lesson from Expeditions to the 2 Poles
資優兒童的家長 Parents of gifted children
2012年5月5日5 May 2012
解構資優兒系列(重辦)Understanding Your Gifted Child (Re-run)
2012年5月26日及6月2日26 May and 2 June 2012
發展資優兒的執行功能Nurturing Executive Skills
2012年6月30日及7月7日30 June and 7 July 2012
上述各項活動資料以本學院網頁內公佈為準。請登入學院網站內的「家長園地」查閱詳情。網址:www.hkage.org.hkThe above information provided is subject to confirmation. Please visit the “Parent Zone” of our website: www.hkage.org.hk for details.
諮詢及評估中心 Consultation and Assessment Centre 熱線電話 Hotline: 3940 0106 電郵 Email: [email protected]
學院動向 Forthcoming Academy Events
Charging structure
A modest rate is applied only in intermediate and advanced courses.
(Fees will be waived for parents/guardians who are receiving Comprehensive Social Security Assistance, Senior Secondary Fee Remission or School Textbook Assistance. Applicants need to submit photocopies of proof documents with the Acceptance Reply and provide the original copy for verification on the day they attend the programme.)
New Credit-based System for Certification
(1) Credit Calculation Method for Certification• 2 credits for attending 1 session in workshop, seminar
or group;• The credits are valid for one academic year (September
to July);• Credits are accumulated up to June each year and
certificates are presented at the last PEP programme in July;
(2) Parents who meet the following requirements will be issued a certificate:
• The Foundation Certificate (completion of 10 credits)• The Intermediate Certificate (completion of 16 credits)• The Advanced Certificate (completion of 20 credits)• The Honorary Certificate (completion of 24 credits)
Programme Details and Application
For programme details, please refer to the “Programmes” section under “Parent Zone” at www.hkage.org.hk. Only on-line application is available.
Outreach Seminars and Customised Programmes for Parents
We provide free-of-charge outreach seminars on gifted education for parents.
Topics: ABCs of giftedness, Nurturing the gifted, Affective
needs of gifted children, Nurturing creativity, and Developing
higher order thinking.
Priority will be given to: (1) applications by the same school sponsoring bodies; (2) a joint-school event involving at least three schools; or (3) an event with more than 200 participants.
*We also provide customised parent seminars / workshops for schools and organisations at a modest rate. Please contact us for further details and appointment.
GE Managers (principals, vice-principals or delegated staff) and GE Coordinators (curriculum leaders, subject panel heads or delegated members) in primary/ secondary schools
2012年7月4日及6日4 July and 6 July 2012
本課程將於每年2月、7月、10月及12月舉辦This course will be run in February, July, October, and December each year
特別項目 Special Events 培訓對象 Target Group 舉辦日期 Date
香港資優教育雙年會議2012Hong Kong Biennial Gifted Education Conference 2012
(本會議由本學院及教育局合辦。This event is co-organised by our Academy and the Education Bureau.)
教師、課程統籌主任、學校領導、負責支援高能力學生或資優生的學校教育心理學家
All teachers, curriculum and school leaders, social workers as well as school educational psychologists working with gifted or high-ability learners
Thematic Workshop: Using Questioning to Enhance Learning of Gifted Learnersby Dr Joyce VanTassel-Baska (in English)
中、小學在職課程發展主任及教師In-service primary and secondary school curriculum leaders and teachers
2012年5月12日 (全日)12 May 2012 (Whole day)
Thematic Seminar: How Does an Integrated Curricular Approach Fit within the Gifted Education and Talent Development Paradigms?by Dr Kimberley Chandler (in English)
中、小學在職課程發展主任及教師In-service primary and secondary school curriculum leaders and teachers
2012年5月19日 (上午)19 May 2012 (A.M.)
專題講座︰資優生情意需要概覽(小學場次) 基礎課程(粵語講授)Thematic Seminar: Overview of Affective Needs of Gifted Learners (Primary School Session) Foundation Level (in Cantonese)
小學老師、學生輔導主任及學校社工Primary school teachers, school guidance teachers and school social workers
2012年6月15日 (下午)15 June 2012 (P.M.)
專題講座︰資優生情意需要概覽(中學場次) 基礎課程(粵語講授)Thematic Seminar: Overview of Affective Needs of Gifted Learners (Secondary School Session) Foundation Level (in Cantonese)
中學老師、學生輔導主任及學校社工Secondary school teachers, school guidance teachers and school social workers
2012年6月21日 (下午)21 June 2012 (P.M.)
專題工作坊︰拆解資優生的情意需要及支援進階課程(粵語講授)Thematic Workshop: Strategies to Address the Affective Needs of Gifted Learners Intermediate Level (in Cantonese)
中、小學老師、學生輔導主任及學校社工Secondary and primary school teachers, school guidance teachers and school social workers
2012年6月22日 (下午)22 June 2012 (P.M.)
Student Programmes and Services Division 學生服務部
人文學科 Humanities
中文劇本寫作初階工作坊Introductory Workshop in Chinese Script Writing
中文創意寫作初階課程Introductory Course in Chinese Creative Writing
英文創意寫作初階課程Introductory Course in English Creative Writing
中國古典文學初階課程Introductory Course in Chinese Classical Literature
中國古典文學進階課程Intermediate Course in Chinese Classical Literature
英國古典文學初階課程Introductory Course in English Classical Literature
英國古典文學進階課程Intermediate Course in English Classical Literature
創意視像初階工作坊Introductory Workshop on Creative Visual Imaging
社會學進階課程 Intermediate Course in Sociology
研究方法初階工作坊Introductory Workshop on Research Methodology
心理學 II(網上學習課程)Psychology II (Online Learning Programme)
領導才能 Leadership
溝通技巧工作坊 Communication Skills Workshops
香港管治與領袖培訓Hong Kong Government Study and Leadership Training
適應性領導培訓 Adaptive Leadership (AQ and EQ) Training
新一代社會領袖 Leaders for the New Generation
有效領導及社會服務課程Effective Leadership and Social Service Projects
領袖道德操守與價值探討Ethical Leadership and Value Study
科學 Sciences
物理奧林匹克培訓課程2012-132012-13 Enhancement Programme for Gifted Students in Physics
定期舉辦各範疇學術講座Academic talks in each domain are held regularly
比賽 Competition
2012國際數學奧林匹克──香港選拔賽International Mathematical Olympiad Preliminary Selection Contest Hong Kong 2012
上述各項活動資料以本學院網頁內公佈為準。請登入學院網站內的「學生園地」查閱詳情。網址:www.hkage.org.hkThe above information provided is subject to confirmation. Please visit the “Student Zone” of our website: www.hkage.org.hk for details.
上述課程資料以本學院網頁內公佈為準,請登入學院網站內的「教師園地」查閱詳情。網址:www.hkage.org.hkThe above information provided is subject to confirmation. Please visit the “Teacher Zone” of our website: www.hkage.org.hk for details.
專題課程︰資優教育簡介(I)- 「資優」概念的演變及資優生的特質 【基礎程度】(粵語講授)Thematic Course: Introduction to GE (Part I): Evolving Concepts of Giftedness and Characteristics of Gifted Learners [Foundation Level] (in Cantonese)
中、小學學校專業同工Primary and secondary school practitioners
2012年9月14日 (下午)14 September 2012 (P.M.)
專題課程︰資優教育簡介(II)-識別資優的議題及資優教育的安排 【基礎程度】(粵語講授)Thematic Course:Introduction to GE (Part II): Identification Issues and Gifted Education Provisions [Foundation Level] (in Cantonese)
中、小學學校專業同工Primary and secondary school practitioners
2012年9月21日 (下午)21 September 2012 (P.M.)
書名 Book《資優樂》 Nurturing the Gifted
作者 Author香港資優教育學院家長支援部
Parent Support Division of the Hong Kong Academy for Gifted Education
編輯 Editorial香港資優教育學院家長支援部
Parent Support Division of the Hong Kong Academy for Gifted Education