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首页> 外文期刊>Frontiers in Psychology >QEOSA: A Pedagogical Model That Harnesses Cultural Resources to Foster Creative Problem-Solving
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QEOSA: A Pedagogical Model That Harnesses Cultural Resources to Foster Creative Problem-Solving

机译：Qeosa：一种教学模式，利用文化资源来培养创造性的解决问题

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The nature of creative cognition is complex and multi-faceted, often involving thinking processes and dispositions modulated by implicit cultural beliefs systems and ways of thinking. In this article, we build on existing research on the relations of creative cognition and culture, and explore how specific cultural resources can be harnessed to foster creative problem solving in education. We first review the recent changes in our understanding of creative thinking, from an exclusive focus on divergent thinking to a more inclusive view of creative problem solving as socially negotiated and culturally modulated, carrying important cultural functions. We then explore the issue of how cultural resources, particularly indigenous epistemologies (i.e., culture-specific ways of thinking about the world), can be harnessed to foster creative thinking in education, and what developmental and pedagogical issues are involved. To further illustrate how this can be done with young children, we introduce QEOSA, a pedagogical model inspired by Chinese philosophy and in keeping with the current creativity research; we discuss the viability and efficacy of this model with tangible student outcomes and findings of experimental research, and further argue that transfer of creative problem solving does occur when interventions are carefully designed with specific pedagogical features. We finally conclude this article by indicating the value of this line of work that integrates psychological, cultural, and educational principles in fostering the development of a creative mindset with relevant knowledge, skills, dispositions, and values.
机译：创造性认知的性质是复杂的和多平方体，通常涉及通过隐含的文化信仰系统和思维方式调制的思维过程和倾向。在本文中，我们建立了关于创造性认知和文化关系的现有研究，并探讨了如何利用特定文化资源，以促进教育的创造性问题。我们首先审查了我们对创意思维的理解的最新变化，从一个独家专注于发散思维，以便更具含有的创造性问题解决，这种创造性问题解决是社会谈判和文化调查，承载着重要的文化职能。然后，我们可以利用如何利用文化资源，特别是土着认识论（即，文化特定的思考方式）的问题，以促进教育的创造性思想，以及涉及的发展和教学问题。为了进一步说明如何与幼儿可以完成，我们介绍了Qeosa，这是一个受中国哲学的教学模式，并与目前的创造力研究保持一致;我们讨论了这种模型与实验研究的切实学生结果和结果的可行性和功效，并进一步争辩说，当有特定的教学特征仔细设计干预时确实发生了创造性问题的转移。我们终于通过表明这项工作系列的价值纳入了融合了心理，文化和教育原则，促进了具有相关知识，技能，倾向和价值观的创造性心态的发展。

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