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Complexity in Promoting a Teaching to Develop Creativity of Gifted Students: Contributions from Morin and Jung

机译:在促进教学中促进培养有天赋学生的创造力的复杂性:云林和龙的贡献

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This research aims to contribute to the reflection of the teaching staff about the complexity in attending gifted students. For Jung and Morin complex things are characterized by uncertainty and not as clarity and response. Although not specifically mention gifted students in their works, Jung and Morin highlight the complexity in various contexts. Jung’s analytical psychology and Morin’s complexity theory are important to understand how complex it can be to teach gifted students. For Morin and Jung, the teaching staff has a key role in making their students become independent and investigative individals. So the desire to investigate about the area of interest of the gifted child will depend on how this child is encouraged by their teachers. Advancement during the teaching-learning process does not depend exclusively on the method, but also on making the child aware that he/she can develop individually within a collective education. In the case of the gifted child, the intervention of the teaching staff is fundamental to develop their high abilities through the development of their creativity in the interaction with their peers.
机译:这项研究旨在为教学人员对参加有天赋的学生的复杂性的影响。对于Jung和Morin复杂的东西的特点是不确定性而不是清晰度和反应。虽然没有特别提及他们的作品中的有天赋的学生,但Jung和Morin突出了各种背景下的复杂性。 Jung的分析心理学和Morin的复杂性理论很重要,了解教授有天赋的学生如何复杂。对于Morin和Jung,教学人员在让学生成为独立和调查的个人人的关键作用。因此,渴望调查有天赋的孩子的兴趣领域将取决于他们的教师鼓励的孩子。教学过程中的进步并不完全取决于该方法,而且还依赖于让孩子意识到他/她可以在集体教育中单独发展。在有天赋的孩子的情况下,教学人员的干预是通过在与同龄人的互动中发展他们的创造力来发展他们的高能力。

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