CAJ | 학술논문

教师对学生创造力发展的态度需要进一步辨识。教师对学生创造力的认知、情感与行为的偏见可能会影响他们的创造力。学生的创造力是其人格特征的外现，高创造力个体与低创造力个体具有一些明显的差异性。教师对学生的创造力表现的认识更多地从认知方面进行判断，他们很少看重学生人格特征本身对创造力挖掘的作用。教师对创造力的偏见可能是影响他们教学实践与课程设计的一个重要因素。教师可以从创造力的态度转变以及转变教育态度入手促进学生的创造力发展。
교사대학생창조력발전적태도수요진일보변식。교사대학생창조력적인지、정감여행위적편견가능회영향타문적창조력。학생적창조력시기인격특정적외현，고창조력개체여저창조력개체구유일사명현적차이성。교사대학생적창조력표현적인식경다지종인지방면진행판단，타문흔소간중학생인격특정본신대창조력알굴적작용。교사대창조력적편견가능시영향타문교학실천여과정설계적일개중요인소。교사가이종창조력적태도전변이급전변교육태도입수촉진학생적창조력발전。
Teachers’attitudes towards students’creativity need to be discerned.For example, teachers’bias towards students’creativity in cognition, emotion and behavior may have influences on students’creativity.Students’creativity embodies their personality. There are obvious differences between high creative individuality and low creative individuality.Teachers may focus on the cognitive aspects of creativity personality in students, which can make them neglect the holistic characters of creativity.Teachers’bias towards creativity can influence their instrument practice and curriculum designs. Teachers may change their attitudes towards students’ creativity, which can facilitate the development of creativity in students.