CAJ | 학술논문

培养创新性人才一直为教育领域的重要战略目标。而创新的基础在于创造。特别针对大学生的创新能力培养中，思维为推动创造力的最重要的认知过程，而思维中的发散思维则是创新能力的核心部分。Guilford提出的“创造力”理论作为了本文研究的理论基础，通过其提出的发散思维为培养创新教育的可操作教育程序做了实证的检验，证明音乐与创新教育中的发散思维能力具有一定的联系。这一结论为更科学的发掘培养音乐创新人才提供了新途径。
배양창신성인재일직위교육영역적중요전략목표。이창신적기출재우창조。특별침대대학생적창신능력배양중，사유위추동창조력적최중요적인지과정，이사유중적발산사유칙시창신능력적핵심부분。Guilford제출적“창조력”이론작위료본문연구적이론기출，통과기제출적발산사유위배양창신교육적가조작교육정서주료실증적검험，증명음악여창신교육중적발산사유능력구유일정적련계。저일결론위경과학적발굴배양음악창신인재제공료신도경。
Cultivating innovative talents has been always an important strategic goal of higher education. The basis of innovation is to create. In the cultivation of university students’ creativity, thinking is a most important cognitive process and divergent thinking is the core. Guilford, in his Creativity Theory, proposed that divergent thinking was an operational program in cultivating creativity. This paper, based on that theory, has proved a connection between music and divergent thinking, hence providing a new route to fostering more scientifically creative talents of music.