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來源資料
頁籤選單縮合
題 名 | 以組織學習激發教師創造性=Making Classroom Climate to Effective Teaching |
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作 者 | 李瑞娥; | 書刊名 | 教育學苑 |
卷 期 | 7 2004.07[民93.07] |
頁 次 | 頁59-68 |
分類號 | 521.41 |
關鍵詞 | 組織學習; 創新性; Organizational learning; Creativity; |
語 文 | 中文(Chinese) |
中文摘要 | 科技的創新改變了職場型態,亦改變了職場工作能力,企業組織要維持競爭力,唯有透過學習、創新來因應持續創新的環境。而創造力對個人來說,可以解決工作和生活上的問題;對教師來說,創造性可激發教師教學創新行為,以面對教育革新所需的新教學方式。 傳統上創造力是被忽略的研究議題,一直到1995年代以後才開始受到關注(Sternberg & Lubart, 1999)。本文將以「匯合理論」(Confluence theory)觀點分析創造性,及探討藉由組織學習激發教師的創造性,以促進教師創新教學,進而落實教育革新目標。 |
英文摘要 | The Stimulation of on Organizational Learning and Teacher's Creativity Innovation on technology changes our job models as well as job ability. The onlyway that business organization maintains it competition is through learning and innovation. For individuals, creativities help solve problems on job and daily life. For our society, creativities help create new technology, new concept, newproducts, and new social solution. However, the most concrete value of creativities is to create new products or provide new services for our job market. It goes without saying that creativities is so important to individual and society. However, in tradition creativity is only the orphan of psychology, which means that creativity is always a neglected subject. Until 1995, the subject of creativity begins to deserve its concerns (Sternberge & Lubart, 1999). This article, from Confluence point of view, will analyze the important of creating innovation to individual as well as to job market. Furthermore, it will discuss how to stimulate individual's creativities through cooperation, dialogue, and sharing learning mechanisms in organization. Once individual creativity is improved, the competition of a business organization will be therefore enhanced. |
本系統中英文摘要資訊取自各篇刊載內容。