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    政大機構典藏 > 教育學院 > 教育學系 > 期刊論文 >  Item 140.119/63503
    Please use this identifier to cite or link to this item: http://nccur.lib.nccu.edu.tw/handle/140.119/63503


    Title: 台灣創造力教育相關政策與實踐經驗
    Other Titles: The Policy and Practice of Creative Education in Taiwan
    Authors: 吳靜吉;樊學良
    Wu, Jing-Jyi;Fan, Hsueh-Liang
    Contributors: 教育系
    Keywords: 台灣創造力教育;創造力教育白皮書;創造力;創新
    Creative education in Taiwan;White Paper on Creativity Education;creativity;education
    Date: 2011.03
    Issue Date: 2014-01-17 11:10:41 (UTC+8)
    Abstract: 研究和提倡創造力教育的學者專家一直都相信創造力是可以也應該培養的,但直到了近幾年,各國政府為了發展創意經濟和提升產業競爭力,才更加緊腳步制訂相關的教育政策。每一個政策都有其重點或切入點,但都會明示或影射創造力、創新和創業精神的元素,以及創造力的4P和4C。台灣有關創造力教育政策的發展到了2001年開始啟動第四個階段,那就是創造力教育白皮書的研究、擬定與公布。白皮書包含了十個原則,並從四個面向提出20個實施策略。參與白皮書工作的專家學者,希望這份白皮書不要束之高閣,因此提出六個先期中長程計畫,展開了兩個階段長達八年的實踐。由於子計畫繁多,本文只簡要說明五個案例的實踐經驗:地方創造力教育計畫、高中職智慧鐵人創意競賽、創意學養紮根計畫、創意發想與實踐的課程和創意學院。從2010年開始,創造力教育計畫即將進入另一個階段。加強「未來想像與人才培育」,並同時配合文化創意產業的創造力基礎建設。
    Although academic scholars and educational practitioners who study or promote creativity education have long believed that creativity can and should be enhanced through education, only in recent years have governments worldwide begun to develop policies in earnest to improve the creative economy and industrial competitiveness of nations. Each policy focuses on different aspects, which reflect the elements of creativity, innovation, and entrepreneurship, as well as the concepts of the 4P and 4C models of creativity. The fourth stage of Taiwanese creative education policies-the development and announcement of the White Book of Creativity Education-began in 2001. In response to the environmental challenges in Taiwanese creative education, the Ministry of Education (MOE) proposed 10 principles so that creative education could be implemented more rigorously and effectively. According to the 10 principles, 20 strategies were developed, which can be categorized into four broad dimensions. In order to implement these strategies rigorously and effectively, the MOE proposed that six action programs be initiated to actively promote creative education in our society over two stages and eight years. Because too many sub-projects were conducted under the six programs, this paper only briefly explains the practical experience of the five representative cases: Local Creative Education Programme, Intelligent Ironman Creativity Contest, Creativity Literacy, Course on the Generation and Implementation of Creative Ideas, and Creative Schools. In 2010, Taiwanese creative education will enter a new stage, which will aim to implement imaginative education about the future. This project will coordinate with the development of the infrastructure of creative and culture industries in Taiwan.
    Relation: 創造學刊, 2(1), 5-28
    Data Type: article
    Appears in Collections:[教育學系] 期刊論文

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