資優樂 - 第七期 The Gifted Education Magazine for Parents - Nurturing the Gifted Issue No.7 by The Hong Kong Academy for Gifted Education

ISSN 2219-4746

第七期

Issue No. 7

5月

MAY 2012

「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 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

目錄 Contents

最新消息 What’s New

編者的話 Editors’ Note

「尋找雙重特殊資優兒計劃」資源套 The Project Twice Exceptional (P2E) Resource Pack

「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 (I )

專題研習 (II )

創造力的靈魂 The Soul of Creativity

研究分享

雜而不亂的家庭滋養創意天才 Complex, But Not Complicated Families Nourish Creative Geniuses

何謂創造力？ 4P 給我們的啟示 What is Creativity? Using 4P Model to Understand Creativity

啟發創意，讓孩子盡展潛能 Developing and Cultivating Children’s Creativity

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?

創意教與學 Creative Learning and Teaching

Feature Article (I )

Feature Article (II ) Research Corner

專家分享 Professional Sharing

「童」一天空 My Corner

家長園地 Parent Zone

資源推介 What’s Recommended

活動花絮 Event Highlights

學院動向 Forthcoming Academy Events

34 42

資優兒創造力的提升 Parent Strategies to Develop Gifted Children’s Creativity

最新消息 What’s New

「尋找

計劃」資源套 The Project Twice Exceptional (P2E) Resource Pack

你知道「雙重特殊資優兒」是甚麼嗎 ? 如果你的孩子是雙重特殊資優兒，你又知道應如何培育他們嗎 ? 香港資優教育學院家長支援部於 2008 年至 2010 年間進行「尋找雙重特殊資優兒計劃」，資源套將計劃累積得來的學習經驗作總結及昇華，其中包括雙重特殊資優的理論背景、「尋找雙重特殊資優兒計劃」工作坊所用的教案、教材、雙重特殊資優兒童及其家長的作品結集等。本資源套只派發予經常接觸雙重特殊資優兒童及其家長的前線教育工作者，包括教育心理學家、社工、輔導員及學生輔導主任等，對資源套有興趣的家長，請到本學院網站的「家長園地」下載。

http://hkage.org.hk/b5/pz_publications.html

Do you know anything about twice exceptional children? If you have twice exceptional children, do you know how to help them develop? We are pleased to announce the release of the Project Twice Exceptional (P2E) Resource Pack. The Resource Pack is a collection of learning experiences under the Project Twice Exceptional conducted in 2008 - 2010 by the Parent Support Division of The Hong Kong Academy for Gifted Education. It includes the theoretical background of twice exceptionality, lesson plans and materials used in P2E workshops, videos from two trainings conducted for parents under the project, and a collection of work from twice exceptional children and their parents. Frontline practitioners, including educational psychologists, social workers, counsellors and student guidance teachers who work closely with twice exceptional children and their parents or anyone who need further information or training related to twice-exceptionality, are invited to collect the resource pack. For parents who are interested in the pack, please download it from the Parent Zone section of our website: http://hkage.org.hk/en/pz_publications.html

編者的話 Editors’ Note

編者的話Editors’ Note

在

研究資優的理論中，怎樣界定一個人是否資優，其中又由甚麼因素組成呢？資優界權威學者任汝理教授（Joseph Renzulli）提出的「資優三環理論」給了我們新的涵義和啟示。

任汝理教授（2005）認為資優人士應擁有三方面的能力/特質，分別是：

中高智能一般智能： • 高度抽象思考、語言和數字推理、空間關係、記憶及語文流暢。 • 適應外在環境出現的新情況。 • 資訊處理自動化，快而準，能選擇性從記憶中提取資訊。

特殊智能：

中高智能

創造力

Well Above Average Ability

Creativity

資優行為 Gifted Behaviour

• 在特定知識領域或人類表現領域（如藝術、領導才能、行政管理），應用上列多種一般智能。 • 掌握並擅用關乎特定問題或表現領域的形式知識、隱性知識、技巧、安排細節及策略。

工作熱忱 Task Commitment

• 挑出與特定問題、研究領域或表現領域相關的資訊。資料來源 Source: http://www.gifted.uconn.edu/sem/semart13.html

工作熱忱 • 對特定問題、研究領域或人類表達方式展現高度興趣、熱愛、着迷及參與感。 • 有鍥而不捨、堅毅不屈、全心全意精神。自信能擔大任、不妄自菲薄、有奮鬥心。 • 能指出特定領域的重大問題，熟悉特定領域的主要溝通方式和最新發展。 • 對工作質素要求嚴格；能接受自我和外界批評；對自己和別人工作的品味、質素及優越性有美感要求。

創造力 • 思考具流暢力、靈活性、原創性。 • 敢於體驗並接受自己和別人的嶄新（甚至無理性）思想、行動及產品。 • 好奇、好推測、好冒險並有貪玩心態；思想上和行為上都敢於承擔風險，甚至到達任意行事地步。 • 對意念與事物的細節和美感有敏銳觸覺；願按外在刺激及本身意念和感受有所反應和行動。

任汝理教授認為，以上各種特質雖有重疊，卻也互相影響。須知某人毋須擁有以上所有特質方能展現資優行為。資優三環概念著重以上三大類別特質之間的互動。他相信資優是某人（非所有人）某時（非所有時候）某情況（非所有情況）下展現的行為。

為了增進資優兒家長對任汝理教授「資優三環理論」的理解以及在資優領域的實踐狀況，《資優樂》將連續三期在〈專題研習〉中探究。今期的《資優樂》主題為：「資優兒創造力的提升」。我們很榮幸能邀請到美國佛羅里達州立大學史蒂芬•菲花教授分享他對資優兒創造力提升的看法和經驗。此外，我們於〈研究分享〉環節中介紹家庭環境對資優兒創造力的影響。〈專家分享〉將分析創意中4P給我們的啟示。〈「童」一天空〉請來專家分享如何在活動中啟發資優兒的創造力。〈家長園地〉 請了一位資優家長分享她培育孩子創造力的心路歷程。我們深信，父母良好的教育能為資優兒發展和將來成就打好基礎。我們期望透過《資優樂》的平台，讓不同人士與你分享培育資優兒的心得。

Editors’ Note 編者的話

ow 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:

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.

Task Commitment • 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.

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. 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.

專題研習 Feature Article ( l )

資優兒創造力的提升史蒂芬‧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。

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

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 )

問1 : 你如何為「創造力」下定義？這第一問的確十分有趣而且重要。我的學生普遍

梏創造過程或創意產品的誕生。理解創造力，亦可

認為創造力即是「跳出框外思考」。這個比喻無疑

通過討論創造過程中的神經生理學及認知因素。這

是生動吸引，卻有欠具體，未能明確解釋創造力這

是新角度，而且相當有趣！有研究創造力的人員，

一概念的真義！資優界權威對創造力的定義，大多

用腦電圖和功能性磁力共振腦造影，了解腦電波和

數由兩部份組成。第一部份是創造力須代表非凡、

腦代謝活動與分散思考和創意解難有何關係。我

新穎或革新。這看法可溯源於1950 年代 B a r ro n 的

寫了一本有關資優的新書，由 R o u t l e d g e 出版，

研究成果。第二部份是創造力不僅代表不凡或離經

內容也提及這些引人入勝的研究。最後，理解創造

叛道，亦須有關連性、實用性或者能切合實際。這第

力，可以着眼於學生如何設計或構思創造性意念

二部份旨在將不切實際的狂想，與大多數人認同的

和產品。我認為這第四個角度極有意思。以上四個

創造力區分開來。

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

創造力這一心理學概念可從不同角度理解。這或

創造性的產品結合起來了解，就像用四種互不相同

許會令創造力這概念的定義變得更複雜難明，但

但同樣價值連城的線，繡出圖案包羅萬有的壁毯。

仍有必要說明。理解創造力，可從深入了解善於創造

我認為理解創造力沒有所謂正確的角度。我觀察

的人入手。所謂善於創造的人，指那些因平生創意

高能力學生時，集中留意創造過程及課堂、居所等

澎湃而出類拔萃的人。創造力亦可根據家庭、學校、

環境因素所起的重要作用，覺得該兩方面有助切實

工作場所等資料談起，以了解環境因素助長還是桎

了解如何促進兒童創造力發展。

專題研習 Feature Article ( l )

問2 : 創造力危機存在嗎？你可否加以解釋？創造力在美國正陷入危機。至少有兩位深受尊

雖然現在未是時候恐慌，卻是時候檢討學校和家庭

重的流行文化作家這樣說過。根據 B r o n s o n 與

有否盡力鼓勵創造力發展。大家都同意，現今社會

M e r r y m a n 就近期創造力趨勢所撰的文章指出，

不論哪個領域或專業，創造力都備受重視。在醫學

美國人的創造力測驗分數，以往有升無跌，現在卻

界、科學界、工程界、教學界、藝術界、政界、商界、

持續下跌。作者 2011 年在《新聞周刊》發表文章，

法律界以至心理學界，創造力都受到注重。《財富》

援引威廉瑪麗學院金庚熙博士的研究結果。金博士

雜誌 50 0 強企業的行政總裁以及暢銷的商業自助

分析過約三十萬份「陶倫斯創造思考測驗」試卷的

書，都指出創造力是重要領導才能。相信沒有一個

分數後，發現 19 9 0 年以前，創造力分數一直穩步

專業不重視創新、才智與豐富想像力了。

上升，但 1 9 9 0 年之後分數急跌，下跌情況又以

不過，在現今學校，美國如是，我懷疑香港也如是，

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。

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3 : 家長如何識別兒童的創造力？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。

專題研習 Feature Article ( l )

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？正如我回答之前問題時提及過，在學業壓力沉重的

當然也適用在運動界、戲劇界、舞蹈界、電影界、

環境，尤其是着重甚至過份強調標準化課程、記背

音樂界或寫作界。高能力學生要超越能力水平而

資料、強記法以及高風險考試的環境，培養創造力的

達至專業知識水平，特定能力與熟練技巧是不可

時間自然犧牲了。學校要求所有學生，包括高能力

或缺。我認為學生如要感受切合現實的創造力，就

學生，定義、描述、確認、明白、分類、配對、命名、

需要超越能力水平。學生只有在發展能力並開始

回憶、辨識資料時，剩給學生鍛鍊理解、應用、

接觸領域相關的專業知識後，才會展現切合現實

分析、評鑑、創造等高層次認知技巧的時間自然

的創造力。這情況在我門下的心理學畢業生中屢見

所餘無幾。2 0 12 年春季 R o u t l e d g e 出版社為我

不鮮。換言之，我認為創造力建基於事實性、概念

出版的新書，將向教師和家長提供多項建議，有助

性和程式性的知識，學生先掌握某科目或範疇的

學校在課堂教學中加強培養學生創造力。

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

我從一個才能發展模式看創造力。根據這個模式，

剛開始發展的年輕運動員會展現甚麼創造力。

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，

聰明的高能力學生需要在任何領域或科目掌握一定

切記考慮這一點。我偏心地將創造力視作才能

經驗，方可望展現想像力、原創性與機智，繼而發揮

發展模型的一部份，是我與具有超常運動能力和

具有意義而切合現實的創造力。我記起我的研究院

智能的兒童相處的經驗所得。我這個才能發展模式

學生初入學時，對心理學任何領域都缺乏實質認識，

在我的新書中會詳細描述。在這個模式中，我表明

卻有相當熱忱。他們提議心目中「具高度創造性」的

學生必須達到一定程度的一般智能，方可在任何

研究題目時，我叫他們先去圖書館（或互聯網），就

學科或專業達至專業知識水平或傑出地位。讓我

他們興致勃勃打算研究的題目，潛心搜集相關資料。

說明這一點：學生要達至展現創造力的境界，即

他們最初埋怨我妨礙他們發揮創造力，但不久就

展現切合實際的創造力，需要具有一定程度的一般

恍然大悟，明白進行一個具創造性的研究前，必須先

智能。不過，一般智能不足以令學生在任何學術

深入了解他們的題目，並徹底了解之前的人就哪些

領域或專業達至並超越專業知識水平。同一說法

題目進行過研究。

專題研習 Feature Article ( l )

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？多謝你說我是創造力領域的專家。雖然這樣說有爭

─ 對知識、探索、解決智力和現實世界難題的

論餘地，但我為人父卻是亳無爭議的事實。我太太和

熱情，有助他們將來投身社會時，在講求創意解難

我育有三名孩子，現在他們都已長大成人並且出人頭

技巧和創意生產力的職場發展事業。

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

家長是影響兒童最深的榜樣。家長對子女創造力和

年輕人要在某領域掌握一定程度技能與經驗後，方能

革新精神有所期望，可成巨大推動力。家長如果在

展現創造力，但我亦強烈支持早在兒童成長初期，就

着重甚至過份着緊分數之餘，也重視子女展現出的

讓他們參與可啟發創造力、能樂在其中而且趣味盎然

努力和想像力，已經表達出一個強而有力的訊息了。

的活動。那些活動其樂無窮，有助建立冒險精神和

家長亦可鼓勵或獎勵創造力發揮。人類的好奇心

高層次思維的學習文化。鼓勵子女在家中和遊樂場

是與生俱來的，這天性顯然是為了求存的。一旦

表現探索精神、創新精神和創造力，顯然有其教育

家長（或兄姊）對子女的發問不加理會，子女會即時

價值。這是我提供給家長的第一原則。

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

第二，任何有助提升子女對至少一個學校科目的

應鼓勵並重視兒童的發問。

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。

最後，家長應給予子女充份時間和自由去探索和

兒童須意識到犯錯完全不是問題，所有成就不凡而

遊戲。這點很重要，尤其是在二十一世紀，兒童，

善於創造的人，都經歷過沮喪、失望、犯錯和挫折。

尤其是資優生，由早到晚都給安排了活動，閒逛與

這些重要的態度和信念，在兒童成長初期就要向

探索世界時間少之又少。多項研究都認為遊戲和非

他們灌輸，並先在家庭中建立起來。這些態度和

結構式活動與創造力是相關的。蒙特梭利學校以

信念對兒童最終在學業上超越能力水平並達至卓越

探索學習為理念，研究顯示這教學模式有助提升

和專業知識水平，並展現創造力，至關重要。Jan e

創造力。總而言之，我希望上述的各種意見，能成為

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

提升資優子女的創造力。

一團學習「怒火」。父母幫助子女燃起學習怒火

貴刊家長讀者的「精神食糧」，助他們考慮如何

專題研習 Feature Article ( l )

An Interview with Professor Steven Pfeiffer, PhD, ABPP

PARENT STRATEGIES TO DEVELOP GIFTED CHILDREN’S CREATIVITY 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.

Q1.

How do you define creativity? This is a very interesting and in fact important first question!

home and family, school, even the workplace, can encourage

One popular notion that my students often suggest is

or constrain the creativity process and creation of creative

“thinking outside the box.” This is a pleasing and charming

products. This is a second perspective. We could talk about

metaphor. But one that is not very concrete and does not do

creativity by discussing the neurophysiologic and cognitive

a real good job of explaining exactly what we mean by the

components of the creative process! This is a relatively new

construct creativity! Most definitions of creativity proposed

perspective, and quite interesting! There are researchers

by authorities in the gifted field include two components. The

investigating creativity by using EEG and fMRI to understand

first is that when we speak of creativity, it should represent

how electrical and metabolic brain activity is associated with

something unusual, new or innovative. This idea goes back

divergent thinking and creative problem solving. My new

to the work of Baron in the 1950’s. The second component in

book on the gifted, published by Routledge, describes some

most definitions is that creativity should not only represent

of these fascinating studies! Finally, we could talk about

something that is unusual or quite different from the norm

creativity by focusing on how creative or innovative ideas

or average, but it must also represent something that is

and products are that students design or conceive of! This

relevant, useful, or contextually appropriate. This second

is a fourth and I find, extremely valuable perspective! These

component to most definitions of creativity eliminates the

four different perspectives are, not surprisingly, related and

unusual but wild-eyed, bizarre, which most of us would

together help us better understand creativity. By integrating

agree is not what we mean by creative.

what we know about creative persons, the creative process,

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

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.

專題研習 Feature Article ( l )

Q2.

Is there a creativity crisis? Can you explain more? Creativity is in a crisis in America, at least according to two

doing all that we can to encourage creativity in our schools

respected pop culture authors writing on recent trends in

and in our homes! Just about everyone agrees that creativity

creativity. According to authors Bronson and Merryman,

is important and valued in today’s society. Creativity is

American creativity scores, once ever-rising, are now in a

valued in almost every field or profession across the globe.

state of steady decline. They cite in their Newsweek article

Creativity is valued in medicine, the sciences, engineering,

a 2011 study authored by Kyung Hee Kim at The College of

teaching, the arts, politics, business, law, and psychology.

William & Mary. Dr. Kim analysed almost 300,000 scores on a

CEOs of Fortune 500 companies and popular business self-

popular creativity test – The Torrance Tests of Creative Thinking.

help books identify creativity as a critical leadership skill. It is

According to Kim, creativity scores have been steadily

almost impossible to think of a profession that does not hold

increasing until 1990, but then have sharply declined. Kim’s

in high regard innovation, ingenuity, and imagination.

research suggests that the decline is particularly serious for younger children ages 5 to 10 or 11.

Yet, in today’s schools – both in the United States and I suspect in Hong Kong – we seem to place a premium and perhaps

Kim’s findings are intriguing and provocative! However, in

excessive emphasis on standardised curriculum, rote

my opinion, it is way too early and premature for the public

learning of facts, memorisation, and high-stakes testing.

or for America’s educators and policy makers to panic. And I

Although this might sound like a gross oversimplification

am not aware of a similarly conducted study in Hong Kong

and even an unfair stereotype, America’s schools focus

or Asia. It may, in fact, be too early for scientists to rush to

considerable time and resources on the learning and recall

test hypotheses which might explain a purported decline in

of information. America’s schools ask our students to define,

overall creativity among school aged children in 2012. We

describe, identify, know, label, match, name, recall and

need to wait to read the findings of a few more well-designed

recognise information, when viewed from Bloom’s well-known

studies in peer-reviewed journals before concluding that

taxonomy of learning objectives. As a result, schools demand

creativity is under threat or in a crisis state!

less of students in terms of higher-level cognitive skills,

Although the time to panic is not yet upon us, it does not seem untimely or imprudent to examine whether we are

including understanding, applying, analysing, evaluating and creating.

專題研習 Feature Article ( l )

Q3.

How can parents identify their children’s creativity? 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!

專題研習 Feature Article ( l )

Q4.

In an academic-driven environment, would you suggest ways of integrating creativity into learning? As I suggested in response to your earlier question, in a high-

dance, film, music or writing! Specific abilities and well-honed

pressure academic environment, especially one that places

skills are also critical if we want the high ability student to

a premium and way too much emphasis on standardised

move beyond a level of competence – which is nice! – to a

curriculum, rote learning of facts, memorisation, and high-

level of expertise in any field. And the student needs to move

stakes testing, time for creativity will suffer. When our schools

beyond mere competence, in my opinion, if they are going to

ask students, including high ability students, to define,

experience real-world creativity! Real-world creativity occurs

describe, identify, know, label, match, name, recall and

only after the student develops competence and begins to

recognise information, then our students have too little time

taste expertise in the field. I have seen this occur, over-and-

during the day for attention to higher-level cognitive skills,

over, with my own graduate students in psychology! In other

including understanding, applying, analysing, evaluating and

words, I view creativity building upon factual, conceptual, and

creating! In my new book, which will be published in spring

procedural knowledge, the result of a student first obtaining

2012 by Routledge, I discuss a number of suggestions for

considerable experience and competence in any subject or

teachers and parents. Suggestions that can help promote

field before we can expect or hope that creativity will take

creativity in the classroom.

hold. The same is true for creative performance on the playing

I view creativity within a talent development model. Creativity, within my talent development model, is one component of

field. We do not expect creativity to bloom early in the young athlete’s development!

the unfolding of talent in any field or domain. This one point

Bright, high ability students require a fair amount of

is perhaps the most important thing that teachers should

experience and exposure in any field or subject matter before

consider in understanding how creativity can be infused

we should expect them to display the imagination, originality,

within their curriculum! My partiality for viewing creativity as

and resourcefulness that is the hallmark of meaningful, real-

part of a talent development model has been influenced by

world creativity! I am reminded of my beginning graduate

my experience with young children of extraordinary athletic

students, who in the very first weeks of graduate school – with

and intellectual ability. In my model of talent development

little substantive knowledge or exposure to any particular

– which is described in detail in my new book – I state that

field of psychology, but with considerable enthusiasm and

certain threshold of general intellectual ability is absolutely

zeal – propose what they consider “highly creative” research

necessary for any student to reach a level of expertise or

studies! When I send them off to the library (or Internet!) to

eminent status in any academic field or profession. Let

immerse themselves in the topic that they so excitedly want

me clarify this point: for any student to reach a level where

to research, they initially complain at my slowing down their

creativity begins to unfold; the unfolding of real-world

creativity! But soon they come to accept and even appreciate

creativity, requires a certain level of general intellectual ability.

that they need to gain a deep understanding of their topic of

However, general intellectual ability is never enough to reach

interest and become very familiar and even sophisticated in

expertise and beyond in any academic field or domain. Of

discerning what others before them have researched before

course, the same can be said in such fields as athletics, theater,

they can hope to craft a creative study of their own!

專題研習 Feature Article ( l )

Q5.

As a parent and an expert in this field, can you share your experiences on developing your children’s creativity? It is very kind of you to suggest that I am an expert in the

– a passion for knowledge, discovery, solving intellectual

creativity field! Although that may be debatable, at least

and real-world challenges, will serve them well as they

there is no dispute that I am a parent! My wife and I raised

pursue careers that require creative problem-solving and

three children, now all successful adults. We feel blessed

creative productivity!

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.

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

Second, anything and everything that a parent can do to

joy of wondering about things, and parents can encourage

help promote drive, persistence, ardor, self-confidence, and

and value questions by their child, as long as the questions

passion for one or more subjects in school is incredibly helpful

are sincere and honest.

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

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.

專題研習 Feature Article ( ll )

創造力的

靈魂

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199 0 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 )

獨創力

變通力

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。

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

精進力

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。

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。

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。

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  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！

專題研習 Feature Article ( ll )

The S O U L of Creativity Patrick Hak-chung Lam

Associate Director (Parent Support and Teacher Professional Development), HKAGE

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.

Originality

Flexibility

The 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.

The 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.

Fluency

Elaboration

The competence of producing many ideas and suggesting many possible solutions. Richard Branson and Allan Zeman are typical examples.

The 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.

專題研習 Feature Article ( ll )

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 develop sound content mastery, divergent thinking, critical 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, sociometacognitive 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!

參考文獻 References Adams, 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.

研究分享 Research Corner

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

轉變，從而步向分化。同時，家人提供情緒支援、有共

社會科學、文科與人文學科、物理學的模範創意人，

以維繫家庭。分化與融合之間的和而不同及相互

了解童年家庭脈絡對日後創造力展現的啟示。

作用，成為培養創造力以至創造力最終發光發熱的

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

同價值觀、傳統、目標，設下明確規則、限制、結構

最佳家庭脈絡。

研究分享 Research Corner

受訪者的往事中出現甚麼分化與融合的特殊標記？分化

融合

想在家人中別樹一幟，先要尋求挑戰。家長應容許、

融合對培養創造力也很重要，既是激發子女潛能的

協助甚至要求子女接受超越現有技術水平的挑戰。

彈床，在他們失敗時亦可充當安全墊。許多受訪者

雖然不利的宏觀與微觀社會經濟因素可能產生影響，

都高度重視家長給予物質上、言語上還是情緒上的

但家長仍可在資源匱乏下鼓勵分化性，容忍兒童的

支援和鼓勵，認同那是他們後來得以展現創意成就

好奇心。許多受訪的典範創意人童年適逢大蕭條時

的關鍵因素。許多受訪者都想起與家長相聚之時，

代，家庭生活拮据，用於開拓創造力機遇的資源

家長無條件的情緒支援，營造了安全、溫暖而和諧

所剩無幾。受訪者坦承家長理解子女的興趣，

的氣氛，令子女可以暢所欲言，表明心跡。

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。

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

處於另一極端的，是子女罹患「超級孩子綜合症」的

他們的看法加諸我們身上）。他們只看眼前的：我

家長。在香港，富裕家庭的子女，十之有九被安排

是個怎樣的人，我的兄弟又是怎樣的人，我們可以有

參加學前唱遊班、興趣班、課後補習班。家長不論

甚麼成就，可怎樣幫助我們等。」（P.347）受訪者的

子女能力如何，只望子女都成為「超級孩子」，文武

家長亦會接受子女在某一範疇有失敗的可能，會

雙全。受訪者的家長恰恰相反，他們的家長「不會

鼓勵他們在其他範疇發展也有機會成功。

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 )

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。

另一位受訪的經濟學家，從父母角力時的相互影響

受訪者幸得家人潛移默化，明白到吸毒只會破壞

和緊張關係，學會調和矛盾。她指出家庭裏的極化

家庭和諧關係，終向毒品說不。回望那段經歷，他

令她的創意成就得以展現，擴闊她的視野，以多

認為家規和家庭價值保護了他的創造力，幫他專心

角度看世界和接受新經驗。

把握創意機遇，不受其他事情干擾。

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）

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.

研究分享 Research Corner

The study, conducted by Gary Gute, Deanne Gute, Jeanne

Parents described in the interviews “did not expect their

Nakamura and Mihály Csikzentmiháyi, closely examined

children to rise to standards they themselves could not

interview transcripts of nine creative exemplars. Analyses

uphold. They created environments in which habits of

of transcripts suggest that differentiation has its roots in

productivity were modeled on a daily basis.” (p.352) Many

involvement and freedom that allow creative exemplars

creative exemplars learned important habits through

to “be themselves” by seeking out new challenges and

imitation. One interviewee interpreted his father, from whom

opportunities. Likewise, integration stems from coexistence

he learned to achieve satisfaction from intense concentration

of harmony and help, qualities that promote a sense of

on challenging tasks, as a role model in his life.

belongingness, value and security. Table 1. Markers of differentiation and integration in family context

Dealing with difficult circumstances

Differentiation

Stimulating new interests and challenges Modeling habits of creativity Building a demographically diverse family Supporting existing interests and aptitudes

Integration

Spending time together Teaching core values/setting rules Tolerating failure

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

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.

and not to be sidetracked. 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.

專家分享 Professional Sharing

程永德先生香港資優教育學院教育心理學家

何謂創造力？給我們的啟示坊間解釋創造力可謂五花八門，有說是知識、智力、能力及優良的個性品質等複雜因素綜合優化構成的，產生新思想、發現和創造新事物的能力，更是完成某種創造性活動所必需的心理品質等等。可見不同專業對創造力的定義確有所不同。此外家長也可能從不同媒體層面，聽過有關如何提升或促進孩子創造力，或者把創造力融入學習等等的介紹。來自四方八面的資訊確使家長目不暇給。試問若然家長未認識創造力為何物，又如何清楚課程或工作坊是否適合孩子需要，更遑論釐定孩子創造力的增進成效了。讀者可能發現，史蒂芬‧菲花博士在前文提及有關何謂創造力的回應。編者希望可從心理學角度探討他所解釋的 4 P s，以增進家長對創造力的了解。羅德斯（Rhodes, 1961）提出可用4P模式為創造力下定義，4P分別為個人（Pe r s o n）、過程（Pr o ce s s）、環境（Pr e s s）和產品（Pr o d u c t）。下文將逐一解釋：

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在進行有關個人創造力的研究時，學者常常會特別

對手頭上工作的動機。研究發現，內在動機（源於對

留意他們的特質。這些特質可能包括個性、動機、

工作本身的興趣）與創造力的關係，比外在動機

智力、思考方式、情緒智商或者知識（Baer & Kaufman,

(源於讚許等外在報酬）更為密切。

2005）。Sternberg與Lubart（1995）提出，創造力豐富

作為家長，可透過以下方法培養孩子的創意發展：

創造力豐富的人 (Person）

的人猶如精明投資者，懂得低買高賣，或者投資時間精力於大眾不接受的意念，但這些意念往往可能於日後解決各種問題。投資者在金融界運用低買高賣技巧，善於創造的人，則以意念為投資工具。

( 1）進取心，提供機會予孩子每日做一些他不願意做的事情，以擴闊他的經驗和眼界，協助他換轉思考角度，培養敢於改變的進取心；（2）好奇心，嘗試正面和鼓勵性地回應孩子的問題，好讓他有機會

Amabile（1983）提出三個創造力得以產生的因素： ( 1）範疇相關技能，包括特定範疇的知識、技能和

發展對發問的熱衷；（3）冒險心，孩子因為怕失敗、犯錯或危險而不敢冒險。但這些害怕卻使他錯失了很

特殊天份。根據這理論，要當一位有創造力的英語

多寶貴經歷的機會。家長應留意如何協助孩子面對

教師，必須熟諳文法，但文法知識對當一位有創造力

因冒險而出現的過錯；（4）決心，擁有勤奮、恆心、

的作曲家卻無甚幫助；（2）創造力相關技能，代表與

毅力的孩子對事情的執著和堅持是鍥而不捨的。

創造力相關的個人因素，例如對事情的容忍度、個人

他們對工作的熱誠，正是其中一個創造力豐富的孩子

自制力、冒險精神等；（3）工作動機，這因素強調個人

的重要元素（陳家偉, 2005）。

創造過程 ( Process）

是心流狀態，指個人全副精神投入某種活動時的感受 (Csikszentmihályi, 1996）。當孩子有充足信心相信他的能力可足以應付挑戰時，即有足夠條件進入心流狀態。常見的情況包括運動和寫作時的心境。

主意

INSIGHT INTERESTING IMPOSSIBLE INSPIRATION IMAGINATION

創造過程是創造力的實際經驗。當中備受推崇的概念

幻靈不有直想感可趣覺能

此外，創造過程亦可通過「產生探索模式」 (Finke、Ward & Smith, 1992）理解。此架構分「產生」與「探索」兩階段。在「產生」階段，即「產生新穎

INVENTION INNOVATION IMPROVEMENT 發現

發明

改良

INCOME 收入

想法」部份，可謂產生各式各樣充滿創意的方案去解決問題。「探索」階段評估所有可能的解決方案後，選擇最好的。具創造性的產品之所以能產生，往往要經過多輪的「產生」與「探索」循環。此外，家長可參考以下的「I M a p 創意思考圖」了解創意思考的流程（陳家偉, 2005）：

無限

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創造性環境 (Press）

第三個 P 是 P r e s s ，可指家庭或學校環境。

以下建議為提供孩子適當教導和思考空間的點子

Amabile（1996）曾進行大量研究，探討內在動機

(陳家偉, 2005）：

或參與熱忱對創造力的重要性。他發現從工作中

•提供孩子接觸陌生事物的機會 •鼓勵孩子參與創作和設計的活動 •培養孩子閱讀和寫作的興趣 •多花時間和孩子溝通 •了解孩子的個人志趣並加以發展 •盡量減少干預孩子的思考，但可協助他們事後反思如何擴闊思考方式 •嘗試多表揚，少批評孩子的創作 •欣賞和重視孩子的創意，尊重他們的想法

得到樂趣的學生，通常較有創造力。A m a b i l e 和

Gryskiewicz（1989）指出八項可激發創造力的環境因素：足夠自由度、工作具挑戰性、適當的資源、成年人的鼓勵、多元化而溝通無間的同學、認同感、合作精神及有助激發創造力的家庭和學校。他們同時列舉四項限制創造力的因素：時間壓力、過量評估、強調維持現狀之重要以及太多規則約束。環境不一定指家庭和學校，孩子身邊的友伴也是環境因素之一。有研究觀察過家庭背景和童年等早期經驗與創造力的關係。Sulloway（1996）發現，家中年長的孩子往往較易掌握權力和特權，但家中年幼的孩子，卻容易接受新經驗和革命性思想。

創造性產品(Product）

創造性產品，包括製造的完成品、所表達的意念、所給予的回應等等。當中大部份有關創造力產品的評估都會集中於有形產品（如一首詩、一幅畫，或者對開放式問題或難題的回應）。有些情況下，焦點只放在產品本身。專家會對實際產品（例如一首詩或一篇散文）的創造性評分。這些專家會對何謂創造力通常有一致看法及共識。在其他情況下，焦點則放在思維過程及所運用的技巧。當中，以產品為焦點通常為特定範疇；而以過程為焦點的通常為普遍範疇。不過，範疇是特定或是普遍，正是創造力研究中一個爭論不休的問題 (Kaufman, Plucker & Baer, 2008）。家長可以和孩子一起學習欣賞一些創作完成品，而學習藝術是其中一個有效方法。欣賞藝術包括繪畫和雕塑等「視覺藝術」及戲劇、舞蹈和音樂等「表演藝術」，這些活動都既可激發孩子的聯想力和想像力，也可陶冶性情和消除緊張等。

專家分享 Professional Sharing

結論

創造力的確難以捉摸，努力是培養創造力中不可或缺的重要元素。創造過程涉及準備、醞釀、頓悟、驗證等階段。而當中個人、過程、產品和環境都對孩子創造力發展同樣重要。本文透過深入淺出的介紹4P模式，希望可引領家長進一步了解創造力。創造力雖然可以靠後天培育和發展，但亦有可能被壓抑甚至喪失(Robinson, Shore & Enersen, 2007)。故家長對創造力訓練的支持、能否人盡其才，以及對創造力的認同，都是兒童創造力學習成敗的關鍵。

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.

參考文獻 References Amabile, 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。

「童」一天空 My Corner

啟發創意，讓孩子盡展潛能黃金耀博士香港新一代文化協會科學創意中心總監

為人父母者都望子成龍，但現今我們的學習思維卻

下降，令他們變得循規蹈矩，然後努力學習以爭取

阻礙了孩子們追求真正的知識。近年報章雜誌通篇

好成績，長大後成為律師、會計師、醫生等；但有

的補習班廣告，聲稱「承諾你數學科拿 A，否則原銀

部份孩子仍然會繼續問一些傻問題，表現他們對

奉還」，或是「三個月內學曉科學」。這種「教育」

周遭的好奇心，他們長大後便有機會是出色的

模式不僅約束了面對公開試的中學生，更會危及

科學家、發明家或者是藝術家。

更年幼的小學生。現實是填鴨式教育不會教會他們任何東西，更扼殺了孩子的思維。

在很多國家，具特殊才能而獲大學免試取錄是很普遍的事，但是香港的學生仍然只能依循傳統的、

知識是重要的，但在現今這世代，知識不再局限於

以考試為主的途徑進入大學，這對創造力和獨立

課堂內，任何人連線到互聯網，都能隨時找到世界

思考是沒有鼓勵作用的。因此有僱主指出香港的

上的任何知識。但如果我們繼續在教導我們的孩子

年青人在解決問題時缺乏創新的意念，我們不應

時，不訓練他們如何獨立和創新地思考，那麼他們

感到驚訝；大部份香港學生只習慣牢記教材中的

長大後必定會給其他國家的孩子比下去。愛因

解題方法來應付問題，他們甚少發掘真正的問題，

斯坦曾說：「創意比知識更為重要」，還有一種

更遑論提出有創意的答案！

說法：「知識可以改變命運」，但是我更贊同「創意可以改變人類」！

要有效發揮孩子們的創意，需要學校和家庭的配合；孩子們可以透過在學校的學習，然後在家中

近年，「港童」成為大家關注的現象：十二歲不會

實踐自己獨特的創造力。來自於家庭的支持和

自己繫鞋帶，八歲仍不會自己吃飯，相信這是因為

鼓勵，比任何外在的力量都重要。

家長過度保護、溺愛和掌控子女所致。其實我們要給孩子們多一點空間去探索世界、多一點機會做屬於他們自己的事及多一點時間思考。為鼓勵孩子們發揮創意，我們不應再打擊他們的創造力。所有孩子天生都具有創意，十二歲前為最佳。他們常會問很多有趣的問題，並提出一些有創意的想法，但這些問題和想法往往會被成年人所扼殺，有時候更會被同輩取笑。多年來的規限導致小孩子的創造力

家長作為孩子們的第一個啟蒙來源，不應扼殺孩子們的創意，相反，更應該好好鼓勵他們多進行天馬行空的創作，哪怕他們的想法很不現實，但不代表這種想法在現今世界的一日千里的科技發展下不會實現。中國人的思想向來重視規矩，方就是方，圓就是圓，不像西方人一樣喜歡發掘事物不同的一面；作為家長，應該多提供一個能夠讓孩子們發揮想像力的空間。正如西方諺語所說，讓他們從錯誤中

「童」一天空 My Corner

黃金耀博士小檔案黃金耀博士於英國倫敦大學先後取得物理及天體物理學學士和半導體材料科學碩士及博士，其後於香港大學獲取教育文憑。黃博士曾於莫斯科、倫敦、中國內地及香港城市大學擔任研究員。從1995年起，黃博士投身教育界，於香港四邑商工總會黃棣珊紀念中學任教物理與數學科。於2002年，黃博士轉往拔萃女書院任教，擔任物理及科學科科主任。黃博士現任香港新一代文化協會科學創意中心總監，常為電視兒童科學節目擔任主持，並出任科學書籍、科學雜誌及電視科學節目顧問，積極推廣青少年科技創意活動。為表揚其對推廣科學創意的貢獻，黃博士更於2011年7月獲頒授行政長官社區服務獎，令其成就得到進一步的肯定。

與陳易希黃金耀博士

攝於科技大

2011）學畢業禮（

學習（Learn from Error），其實更能有效提高孩子

易希的爸爸是一位汽車維修員，所以閒來還會和

們的學習效率。只有不斷從失敗中學到有用的事

易希一起研究汽車維修。當易希十三歲的時候，他

物，孩子們才可以慢慢提高他們對事情的分析力，

曾經要求父親代他報讀一個必須是十六歲或以上人

我們不需要永遠站在家長角度，以一個全能全知

士才能報讀的電子技術課程，希望父親能把所學的，

的角色去管理孩子，我們更需要的是一顆陪他們

回來教授給自己。而易希爸爸竟也因他的苦苦哀求

探險的心。我想同大家分享一個非常好的例子，

而報讀了該課程，雖然自己日間要上班，下班後還要

就是很多香港人都熟識的「星之子」陳易希，他

上課，的確很辛苦，但為了兒子對電子工程的熱誠，

是經由本會發掘和培育的。於2 0 0 4 年只得十四歲

易希爸爸亦身體力行的作出支持；及至後來，易希

的易希，代表香港前往美國參加全球最大型的

四出尋找學習機會，最終也找到一間名為「中華業餘

科學比賽「英特爾國際科學與工程大獎賽」（Intel

無線電研究會」，願意取錄他入讀初級電子課程。

International Science & Engineering Fair），他不但與

反觀與易希同齡的學生，大多數都會被家長安排

來自世界各地的青年科學愛好者進行交流，他

報讀補習班學習英語、報讀考試補習班或報讀現今

的發明 —「智能保安機械人」（i - R o b ot）最終更

的家長都熱衷於子女學習的鋼琴班等等，而易希卻

於工程學組別擊敗了來自世界各地的一百四十多

跟隨自己的興趣，選擇跟一眾成人一起上課，學習

名對手，奪得個人組別工程科二等獎的殊榮，

電子課程。亦正因他對電子科學發明的興趣，才能

並因此獲得「國際天文聯會」以其名字為一粒

促使他鍥而不捨、廢寢忘餐的不斷創造及鑽研新的

小行星命名。易希的成功正是因他從小到大，都

發明，終於取得他日後的成就。

能夠朝着自己感興趣的事物不斷鑽研，從而累積豐富的經驗。當其他小男孩在踼足球、打籃球時，易希卻喜歡獨自在家中拆解東西，家中幾乎每一個零件、每一顆螺絲都被他轉動過。而且，易希熱愛發明創造，他為家居加裝了很多他發明的設計，例如電子門鎖等簡便小發明，都是他年少時候就創造出來的。對於易希的興趣，易希的父親不但沒有因此責罵或阻止他，還讓他繼續研究。

因此家庭和父母，才是孩子們不斷進步，並有效投入創意學習的最大泉源。每個孩子天生都是具有創意的，這些可以是科學發明創意、文學寫作創意，也可以是藝術繪畫創意。每一個孩子都有自己獨特的創意思維，我們可以任憑孩子們天馬行空地進行創作，但這也未必可以令孩子有所成就；好的創意需要啟發，而啟迪這個任務，則由我們的老師肩負着。

「童」一天空 My Corner

作為家長的我們可以引領孩子探索很多未知的事物；

人與人之間存在着一定的差異，但不代表這是能力和

而老師們則是孩子在探索期間的明燈，為探索中的

成績上的分別。為鼓勵我們的孩子和我們有一個富

他們指引一條光明的路。孩子們的創意是否能夠得

創意的生活和學習得更創新，我建議家長和同學們都

到激發，很大程度上取決於老師們的教學。因此我們

需要時常記着以下 8 種態度：好奇心（Curiosit y）、

常會鼓勵老師們運用一些具有創意的教學方法來

冒險精神（Risk-taking）、擴闊視野（E x p o s u r e）、

指導學生，令學生更投入學習，更容易理解所需要

敏銳觀覺（Awareness）、愛思考（Think ing）、愛

明白的知識。教育不單是灌輸知識；讓孩子們從中

幻想（ I m a g i n a t i o n）、有遠見（ V i s i o n）、古靈

領悟並且變成一個自我學習過程，才是最重要的。

精怪（ Ecce nt r i c）! 這樣才能做一個充滿創造力

家校合作，是非常重要的。來自父母的支持和老師的

（CREATIVE）的人！

教導是激發孩子們創意的重要因素；而學校作為

每個孩子都具有自己天生的特質，和獨特的優異

家庭以外，孩子們最重要的成長地方，對激發孩子

才能，只要我們都倡導和支持多元智能的發展，我

們的創意思維，更有着關鍵性的影響。

相信我們的孩子有天也能登上諾貝爾獎的領獎台！

「童」一天空 My Corner

Destruction La

Developing and Cultivating Children’ s Creativity (Synopsis) Hong Kong people’s obsession with examination results and tutorial schools is preventing students from pursuing real knowledge. Spoon-feeding our children with knowledge will not teach them anything. Albert Einstein once said “creativity is more important than knowledge”, I even think that “creativity can change mankind!” In order to encourage our children to be more creative, we should give them more freedom to explore the world, more opportunities to do what they are interested in, and more time to think.

b work shop

unconstrained creativity. They must also be the children’s partner in the journey to explore the world. No matter how excellent children’s creativity is, it would achieve nothing if it is lack of nurturing. This important role is played by the teachers. One good example of a creative gifted child is the “Son of the Star” Chan Yik-hei, who has been nurtured and trained at our centre. In 2004, he achieved a Second Award in Engineering Category of the Intel International Science and Engineering Fair for his robot. The International Astronomical Union (IAU) named an asteroid “20780 - Chanyikhei” for Yik-hei’s contribution to science and technology. Since he was a child, Yik-hei has developed an inquiry habit of mind. When he developed an interest in a topic, he would study them thoroughly. His father’s encouragement is also attributed to his success. As a role model, Yik-hei’s father once took an electronic technology course for his son, who had not reached the minimum eligibility age to apply at the

Hong Kong students are still following the traditional and

time. He then taught what he had learnt from the course to

exam-oriented pathway in entering universities, which does

Yik-hei. Yik-hei later chose to study electronics according to

not encourage creativity and critical thinking. Most of the

his interest. His perseverance and passion for creation and

students are trained to memorise and reproducing model

invention lay the foundation for his achievements later.

answers in solving problems. There is hardly any genuine problem for them to solve, let alone find creative solutions!

To encourage our children and ourselves to have a more creative life and learn more innovatively, I suggest we should

Teachers and the family must cooperate to enhance the

always keep in mind the following eight essential attitudes

creativity of children. As the primary educators of their children,

for a “CREATIVE” person: Curiosity, Risk-taking, Exposure,

parents must allow their children to show their vigorous and

Awareness, Thinking, Imagination, Vision and Eccentric!

家長園地 Parent Zone

啟發孩子的創意

戲無益我的兒子真慵懶王惠瑛小學輔導主任

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 W ilson 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 15 0。R a y 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 a y 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 W ilson 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 l s 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 l s 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

王惠瑛小檔案現職小學輔導主任。從事中小學教育及學校輔導超過廿年，仍然很喜愛孩子和有夢想，更希望每個孩子擁抱自己的夢想。歡迎與作者聯絡： http://blog.yahoo.com/wongyolanda 或 wong_yolanda_618@yahoo.com.hk。 Profile of Wong Wai-ying Miss 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 wong_yolanda_618@yahoo.com.hk

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 W ilson，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 ce b 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

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。

Nothing is Gained by Indolence? My Son is Lazy? How to Stimulate Creativity in Children? (Synopsis) 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

the opportunities to raise his self-esteem through such selfamusing 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.

資源推介 What’s Recommended

好書分享

作者：陳家偉出版：匯智出版有限公司年份：2005

由於是期《資優樂》主題為創造力，編者走遍圖書館尋找有關這主題的書籍。發現有關創意的圖書確是林林總總，不勝枚舉。例如有關發展經濟的創新科技，改善公司人事的創新管理技巧，甚至一些有關創意摺紙的書籍等等。當中不乏一些有關創意教學的書本，有一些集中描寫有關創意的理論，也有一些講解如何實踐創意於教學當中。至於談及家長如何培育孩子創意，而又能平衡理論與實踐的書籍，編者首推陳家偉的《創意教與學》一書。本書分為七篇主題，介紹了近五十年的創意研究，一些訓練

入門篇

1 2

孩子創意的方法或例子，以及

介紹一些有關創意的啟示和迷思。希望引起讀者興趣及反思，對創意一詞有更深刻的了解。而且又提及了多位古今中外的創意奇才，引述了他們的創作之路和奮鬥的經驗。也講及了如何把創意融入生活之中，當中的態度和心境等。作者在文中介紹了「問一多理論」（ASK MODEL），解釋了態度、思考技巧和知識對發展創意的重要。作者認為，創意應從培養求變和勤奮的態度著手，透過發問了解和掌握思考的方法，結集種種經驗而累積不同的知識，方可發揮種種創意。

技巧篇

文中先解釋何謂觀察入微的敏覺力，帶出了如何改變思考觀點和角度的方法和練習。希望讀者能感受如何擴闊視野地體驗生活中的大小事，仔細的欣賞身邊常忽視的東西。然後利用基福特的「擴散性思考方法」，分享了培養流暢力、變通力、獨創力和精進力的練習，如圖像設計、解難方法和計劃分析等等。

一些創意教學心得和經驗分享。七篇主題各有特色，深入淺出地說明了創意學習應有的態度、策略、技法和知識等等。以下將逐一介紹：

內功篇

文中集中講解了孩子的心情、心態和心境與創意的重要關係。作者也提及了創意思考中四個重要的成功因素：事情由夢想變成真，大多起步於敢於改變的進取心、強烈的好奇心可謂個人進步的原動力。這種習慣可幫助孩子累積豐富的知識和親身的經驗；培養冒險心，打破怕失敗，怕犯錯，怕危險的規範。明白屢敗屢戰始終會邁向成功的道理，千次萬次的練習，就是為了突破自己的極限。鍥而不捨的決心是左右成功的重要因素。

資源推介 What’s Recommended

培

7 6 5 4

養篇

作者講述了家長和老師在孩子創意培養所擔當的重要角色，也談及到如何提供刺激創意的生活和學習環境。當中，作者用生動有趣的方法介紹了欣賞藝術和培養搜集資料的習慣對創意生活的影響。

自

此篇提供讀者不同培養創意的自學方法和練習。家長大可在日常生活中多加運用當中點子，以促進孩子的思考和想像力。而且，文中更特設學習不同學科的創意方法，例如以靈活運用造句和配詞的方式來學習中文、故事創作和字母排列來學習英文、利用圖案發揮孩子的美術創意、以處境故事去學習歷史和常識等等。

學篇

教學篇

思考篇

作者簡單地介紹了多個有關創意的學術研究，由基福特的「智力結構論」到任汝理的「三環理論」，以至柯拉克的「創造力環」；也講及有關創意教學模式和課程的參考。這些理論和模式，相信那些希望把創意融入教學的老師必定對此教學篇愛不釋手。

文中介紹了各種不同種類的創意性思考方法，如偏重直覺、創意和幽默的水平思考，把問題和答案的關係倒轉的逆向思考，利用畫像或影像去演繹事情的圖像思考等等。此外，作者也說明了邏輯的限制，如何善用聯想力和幽默感去幫助思考，而且又解釋了利用左腦和右腦思考的分別，以及怎樣靈活運用它們等等。

總結作者除了生動有趣地引用多位古今中外的著名人物和例子去說明創意的種種特質，也深入淺出的介紹了一些有關創意的基本概念、思考鍛鍊、學術研究、生活方式等等。此外，他使用的文字淺白易懂，把複雜深奧的理論解釋得簡單易明。而且他特別在每篇文章加插一些口訣或訓示，好讓讀者細心咀嚼和領悟。

Book: Creative Learning and Teaching (Synopsis) “Creative Learning and Teaching” is a wellorganised, 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.

活動花絮 Event Highlights

2012年度家長會議

培育資優兒：思維與情感教育國際及本港教育專家與近300多資優兒家長聚首交流從識別兒童是否資優，以至為資優兒營造適切的成長環境，家長身負重任。為全力支援家長，香港資優教育學院於 2 0 12 年 3月 3日假學院校舍舉行「2 0 12 年度家長會議」，主題為「培育資優兒：思維與情感教育」，吸引近 3 0 0多名家長出席，場面熱鬧。透過會議，讓家長掌握更多資優教育的資訊，並能互相交流，協助他們更有效地栽培子女，讓子女快樂成長，盡展潛能。會議以學院院長湯敏思博士致歡迎辭作開始，介紹主講專題演講之兩名資深教育專家。他們分別是美國佛羅里達州立大學教育學院教授史蒂芬‧菲花博士，以及救恩學校校長陳梁淑貞女士，兩位嘉賓的演講闡釋了思維及情感培育對資優生的重要性。菲花教授作為美國註冊心理學家，亦不時向資優兒及家長提供輔導。他以「協助資優生邁向成功：關愛父母的角色」進行演講，向家長講解何為「情緒智商」，並簡述「五大原則」去協助父母令資優兒擁有健康的心理發展，並同時能發展所長。

這「五大原則」包括： 1. 鼓勵資優兒發展均衡的生活 2. 鼓勵資優兒把經驗「平常化」，家長應避免只專注子女的能力或成績而忽略其他重要的經歷 3. 在行為方面，為資優兒設定某些規則或期望，因為資優兒其實需要「規限」 4. 鼓勵資優兒發展社交及情緒智商，家長可協助子女發展有關能力，令他們成為一個待人有禮、易於相處、善於聆聽、熱心可靠的人 5. 鼓勵資優兒發展性格上的長處及培養良好品德，根據經驗，可望有助資優兒成為一個成功的人

活動花絮 Event Highlights

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。

家長積極參與分組論壇講座 Parents actively participated in the concurrent sessions.

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。

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 Che uk-chi and Mr. Lam Kin g-kiu sha red their exp erienc e as gif ted stu den ts.

菲花教授（左）為家長會議進行演講院長湯敏思博士（右）歡迎史蒂芬‧ utive Director of the HKAGE, Dr. Stephen Tommis (right), Exec ffer (left), who delivered the welcomed Professor Steven Pfei Conference. keynote address for the Parent

活動花絮 Event Highlights

“Nourishing the Gifted Brain and Heart” Education Experts from around the World and 300 Parents Sharing Insights on Gifted Education in Parent Conference 2012 From 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.

問 tions. 家踴躍發 ask ques 家長向專 tate to i s e h t o did n Parents

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.

2012年度家長會議吸引眾多資優家長出席 Parent Conference 2012 attracted hu ndreds of parents.

活動花絮 Event Highlights

The“five principles”are: 1. Promote balance in your gifted child’ s life. 2. Normalise your gifted child’ s experience. Parents should avoid focusing exclusively on your child’ s special talent to the neglect of other important developmental experiences. 3. Set clearly stated limits, rules, and expectations for conduct. Gifted children need limits. 4. Encourage social and emotional intelligence. Help your child develop the skills to be courteous, a good listener, likable, helpful, trustworthy, a team player, able to get along with others. 5. Develop character strengths and virtues. As a matter of experience, a select few make a real difference in helping gifted kids to be successful! 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.

家長解答培育娜娜博士（右）為許和）左（長校陳梁淑貞資優兒上的疑問 , Principal of g, Gloria (left) in ch kSu G UN LE Mrs. CHAN (right), answered . HUI Na-na, Anna Dr d an , ol ho Sc children. Kau Yan nurturing gifted on s on ti es qu parents’

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.

活動花絮 Event Highlights

以下是家長參與是次會議的感受和回饋 : Feedback from Parents on Parent Conference:

過往參加為資優家長而設的分享會時，我們很多

反應認識不多，往往以「是非製造者」的名銜來

時候彼此分享心聲，其中一個普遍話題，可能會

加在他們身上，又或說他們上課時不集中，四處

問究竟我們的子女被評定為「資優兒童」後，

張望，影響其他同學上課，甚至不時收到學校的

他們在學習上會否被這個「標籤」帶來壓力？

勸告。「知憂」家長只好靠着緊絀的社會資源來

老師們對這批「資優仔女」有否較高的學術

滿足他們，例如參加一些專上／大學專為資優兒

期望？他們會否被同學排擠呢？他們的社交

童舉辦的昂貴短期課程，目的是培養他們健康

生活有否受到影響？他們的自我形象會否健康

成長。

地成長？他們的情緒智商又會否在生活小節上

慶幸地，是次工作坊其中一位講者陳梁淑貞校長

成為阻礙呢？這一切的疑團彷彿經常地掛在

分享了她在本地小學教學及課程編排的心得，

我們這班「知憂」家長的口邊。

尤其是處理資優兒童方面。我們只要放心及放膽

3月3日在香港資優教育學院舉行的「培育資優兒：

地讓學生們對有興趣的課題作深入探究，不限

思維與情感教育」家長會議中，其中兩名資優生

制他們的思想，是他們透過課外書籍、互聯網及

(林卓智女士及林敬喬同學)正好分享了他們作為

大自然去發掘新知識，而老師和家長只需從旁協

資優兒童的心聲。「資優」的標籤未有在他們身上

助，可讓新一代有不一樣的學習成就。期盼這微小

帶來負面的影響。相反，他們無論在學業、同學

的燭光終有一天成為本港教育改革的大燭台。

相處及自我形象等方面卻得到正面的支持及鼓勵。

「玉不琢、不成器」！既然上天賜予這塊美好的

他們不約而同地表示對父母的多謝。林卓智女士

寶玉給我們，如何使他們成才，如何使他們成為

多謝雙親的栽培，在兒時的她已喜愛音樂，父母就

珍貴的寶玉，就要靠我們家長、老師、學校、專業

讓她在小提琴發展，盡量創造出一個自我發展

學者、同行者彼此同心從幼稚園、小學、中學、

的空間，讓她自由發揮出自己的興趣及潛能。

大學不同階段向他們提供全人培育，讓他們

林敬喬同學則多謝父母們給他的自由，讓他可以

發揮自我的無限潛能。長大後成為香港未來的

參與北極探究之旅，充實了自己的知識，擴闊了

棟樑，配合社會以及世界各地的不同發展需要，

非一般中學生可以親身經歷到的領域和體驗。

甚或幫助發展中的國家建立起來。

對我而言，「知憂」家長在現時的教育制度下，真是感到憂慮及無奈，一般學校對資優兒童的情緒

張永強家長

活動花絮 Event Highlights

Every time I attend sharing sessions for gifted children’ s parents, I always heard parents asking 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

活動花絮 Event Highlights

我有兩個兒子，經測試後證實是資優生，IQ在14 0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 2 012 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

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。 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

學院動向 Forthcoming Academy Events

香港資優教育學院「家長學堂」2012-13 Hong Kong Academy of Gifted Education Parent Education Programme (PEP) 2012-13 目標 Objectives 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。

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。

HEART

KNOWLEDGE

AWARENESS

思維教育

喚醒正面管教意識

Affective education

Cognitive education

Awareness on positive parenting

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.

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.

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.

情意教育

學院動向 Forthcoming Academy Events

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. HKAGE is our Parent Education Programme’s mission and objectives.

GROWTH

EMPOWERMENT

家長成長

成為有效能的家長

Personal growth

To be an effective parent

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 wellbeing. 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.

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.

學院動向 Forthcoming Academy Events

課程種類（IV）特別活動：

（I I）進階課程：（I）基礎課程：旨在增進家長對資優教育概要的認識

旨在增進家長對資優親職教育的認識和有關技巧的掌握

（I II）精進課程：理論實踐並重，深入了解資優特定領域，協助資優兒成長

家長迎新日、家長會議、何東資優教育演講等

2012-13課程模式及主題 (a) 講座 • 資優基本法 • 解構資優兒 • 培育資優兒 • 情意百寶袋

• 培育創造力 • 發展高階思維 • 資優青少年的生涯策劃 • 了解與幫助潛能未展資優兒

(b) 工作坊 • 創意與科學 • 幫助潛能未展資優兒的策略 • 提升資優兒童學習動機 • 處理資優青少年成長問題

(d) 親子小組 • 專注力不足／過度活躍症之資優兒及其家長

學院動向 Forthcoming Academy Events

收費制度僅進階與精進課程酌量收費 (接受綜合社會保障援助、高中學費減免計劃或學校書簿津貼的家長／監護人可獲豁免收費。申請者須將證明文件與取錄接納書一併交回，並在出席課程當日提供證明文件正本以供核對。）

全新「家長學堂」學分計算方法及獲取證書說明（1）學分計算方法 • 每出席一節工作坊、講座或小組，可取得2學分； • 家長可按自己需要及興趣選擇，參加不同類型課程。學分有效期為一學年（9月至7月計算）； • 學分可累積至每年6月。證書於7月家長學堂最後一項課程中頒發；（2）符合以下規定之家長可獲發證書，取得： • 10學分可獲頒發基礎證書 • 16學分可獲頒發中級證書

• 20學分可獲頒發高級證書 • 24學分可獲頒發榮譽證書

課程資料及報名方法各項活動詳情刊載於本學院網站 www.hkage.org.hk，請瀏覽「家長園地」的「家長學堂」一欄及報名。

到校家長講座此外，我們亦舉辦到校的資優教育家長講座，費用全免，讓不同地區及更多家長受惠。題目：資優基本法、如何培育資優兒、情意百寶袋、解開創造力之謎、批判思維放大鏡。申請資格： (1)以同一辦學團體，或(2)最少三間學校，或 (3)以多於二百位與會者名義提出的申請，將獲優先考慮我們亦為學校及機構提供收費的家長講座/ 工作坊，其內容可另作擬定及剪裁，歡迎預約及查詢 *

聯絡方法網址：www.hkage.org.hk 電郵：ps@hkage.org.hk 查詢：3940 0104

學院動向 Forthcoming Academy Events

Programme Categories

(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

Modes and Topics of 2012-13 Programmes:

(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

(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

(d) Parent-child parallel group • Parent-child parallel group for gifted ADHD children and their parents

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)

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.

Contact Information Website: www.hkage.org.hk Email: ps@hkage.org.hk Tel: 3940 0104

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.

2012 年 5 月至 8 月 MAY – AUGUST 2012

家長支援部 Parent Support Division 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.hk

The 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: consultation@hkage.org.hk

學院動向 Forthcoming Academy Events

2012 年5 月至 9 月 MAY – SEPTEMBER 2012

教師專業發展部 Teacher Professional Development Division 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 2012 Hong Kong Biennial Gifted Education Conference 2012

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

2012年5月17日（全日） 17 May 2012 (Whole day)

(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.)

All teachers, curriculum and school leaders, social workers as well as school educational psychologists working with gifted or high-ability learners

教師專業發展路徑 Professional Development Pathways 資優教育基礎課程（網上學習：四個單元） Foundation Course in Gifted Education (Online Learning: 4 modules)

中、小學學校專業同工 Primary and secondary school practitioners

由2012年2月起（任何時間） From February 2012 onwards (All year round)

資優教育進階課程：領導與管理 (三個單元） Intermediate Course in Gifted Education: Leadership and Management (3 Modules)

資優教育行政主管：建議由校長、副校長或獲委派的主任擔任此職務，專責管理校本資優教育的整體規劃

2012年7月4日及6日 4 July and 6 July 2012

資優教育統籌主任：建議由課程發展主任、科主任或獲委派的主任擔任此職務，專責統籌著重提昇課程規劃與教學素質的校本資優培育計畫 GE Managers (principals, vice-principals or delegated staff) and GE Coordinators (curriculum leaders, subject panel heads or delegated members) in primary/ secondary schools

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

專題課程/工作坊/講座 Thematic Courses / Workshops / Seminars Thematic Workshop: Using Questioning to Enhance Learning of Gifted Learners by 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.)

專題課程/工作坊/講座 Thematic Courses / Workshops / Seminars 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.)

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.hk The above information provided is subject to confirmation. Please visit the “Teacher Zone” of our website: www.hkage.org.hk for details.

2012 年 5 月至 8 月 MAY – AUGUST 2012

學生服務部 Student Programmes and Services Division 人文學科 Humanities

數學 Mathematics

中文劇本寫作初階工作坊 Introductory Workshop in Chinese Script Writing

2012-13 國際數學奧林匹克訓練（第一階段） International Mathematical Olympiad Training 2012-13 (Phase I)

中文創意寫作初階課程 Introductory Course in Chinese Creative Writing

數林匹克初探 Introduction to Olympiad Mathematics

英文創意寫作初階課程 Introductory Course in English Creative Writing

概率面面觀（第二部分） Probability in Action (Part II)

中國古典文學初階課程 Introductory Course in Chinese Classical Literature

幾何學一（網上學習課程） Geometry I (Online Learning Programme)

中國古典文學進階課程 Intermediate Course in Chinese Classical Literature

幾何學二（網上學習課程） Geometry II (Online Learning Programme)

英國古典文學初階課程 Introductory Course in English Classical Literature

古代中國數學 Mathematics in Ancient China

英國古典文學進階課程 Intermediate Course in English Classical Literature

科學 Sciences

創意視像初階工作坊 Introductory Workshop on Creative Visual Imaging

物理奧林匹克培訓課程2012-13 2012-13 Enhancement Programme for Gifted Students in Physics

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)

物理力學（網上學習課程） Physics Mechanics (Online Learning Programme) 3-2-1 升空：齊來探索現代天文學 1-2-3 Blast Off: Let’s Explore the Modern Astronomy

領導才能 Leadership

物理工作坊：從宇宙到現代物理 Physics Workshop: From the Universe to Modern Physics

溝通技巧工作坊 Communication Skills Workshops

宇宙漫遊 Astronomy: Guide Tour of the Universe

香港管治與領袖培訓 Hong Kong Government Study and Leadership Training

大學學分課程：海洋物語 Credit-bearing Course: Glimpses of the Oceans

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

個人成長及社交發展系列 Personal Growth and Social Development Series

有效領導及社會服務課程 Effective Leadership and Social Service Projects

腦基礎學習工作坊（初中組） Brain-based Learning Workshop (Junior Class)

領袖道德操守與價值探討 Ethical Leadership and Value Study

分享環節 Sharing sessions

主題式講座 Thematic Talk 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.hk

The above information provided is subject to confirmation. Please visit the “Student Zone” of our website: www.hkage.org.hk for details.

免費諮詢服務

聯絡我們 Contact Us

假如你想進一步認識資優教育；

假如你對本期《資優樂》的內容有甚麼意見或查詢，

假如你對教導資優子女有任何疑問；

歡迎跟我們聯絡。

假如你茫無頭緒，不知怎樣滿足子女的特殊學習需要。

We always welcome feedback and enquiries on this issue of Nurturing the Gifted. Please do not hesitate to contact us.

Free Consultation Service

學院網站 Website: www.hkage.org.hk

If you want to know more about gifted education; If you have queries on parenting your gifted children; If you do not know how to cater for your child’s special learning needs.

電郵 Email: ps@hkage.org.hk

「園外資音」網上討論區 E-forum 網址 Website: http://hkage.org.hk/ps_forum

絡顧問聯at 育教的 r 與我們ation Adviso 郵電或 c 請致電tact our Edu Con

6 0 1 0 .hk 0 g 9 r o . 4 e g a 3consultation@hk

《資優樂》可在本學院網站下載。 Nurturing the Gifted is available on our website.

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 出版 Publisher 香港資優教育學院有限公司 The Hong Kong Academy for Gifted Education 香港資優教育學院有限公司 2012 年 © 版權所有香港印刷。未經許可，不得轉載。 Copyright © 2012 The Hong Kong Academy for Gifted Education. All rights reserved.

香港資優教育學院 The Hong Kong Academy for Gifted Education 香港新界沙田沙角邨 Sha Kok Estate, Shatin, New Territories, Hong Kong 網址 Website: www.hkage.org.hk 電話 Tel: (852) 3940 0101 傳真 Fax: (852) 3940 0201 電郵 E-mail: academy@hkage.org.hk

ISSN 2219-4746