B

ISSN 2219-4746

第七期Issue No. 7

5月

2 0 1 2MAY

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

「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 (II)Feature Article (II)

創造力的靈魂The Soul of Creativity

專家分享Professional Sharing

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

家長園地Parent Zone

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

目錄 Contents

最新消息What’s New

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

編者的話Editors’ Note

「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)Feature Article (I)

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

研究分享Research Corner

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

「童」一天空My Corner

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

資源推介What’s Recommended

活動花絮Event Highlights

14

22

30

1

2

4

18

26

32

34

42學院動向Forthcoming Academy Events

1

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

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

最新消息 What’s New

「尋找 計劃」資源套

2

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。

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。

編者的話 Editors’ Note

創造力

資優行為

工作熱忱

Well Above Average Ability

Task Commitment

Creativity

Gifted Behaviour

中高智能

資料來源 Source: http://www.gifted.uconn.edu/sem/semart13.html

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。

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。

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：

• 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。

• 挑出與特定問題、研究領域或表現領域相關的資訊。

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：

編者的話 Editors’ Note

3

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.

How 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:

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.

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.

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.

Editors’ Note 編者的話

4

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

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。

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 )

資優兒

創造力的提升

5專題研習 Feature Article (l )

這第一問的確十分有趣而且重要。我的學生普遍

認為創造力即是「跳出框外思考」。這個比喻無疑

是生動吸引，卻有欠具體，未能明確解釋創造力這

一概念的真義！資優界權威對創造力的定義，大多

數由兩部份組成。第一部份是創造力須代表非凡、

新穎或革新。這看法可溯源於1950年代B ar ro n的

研究成果。第二部份是創造力不僅代表不凡或離經

叛道，亦須有關連性、實用性或者能切合實際。這第

二部份旨在將不切實際的狂想，與大多數人認同的

創造力區分開來。

創造力這一心理學概念可從不同角度理解。這或

許會令創造力這概念的定義變得更複雜難明，但

仍有必要說明。理解創造力，可從深入了解善於創造

的人入手。所謂善於創造的人，指那些因平生創意

澎湃而出類拔萃的人。創造力亦可根據家庭、學校、

工作場所等資料談起，以了解環境因素助長還是桎

梏創造過程或創意產品的誕生。理解創造力，亦可

通過討論創造過程中的神經生理學及認知因素。這

是新角度，而且相當有趣！有研究創造力的人員，

用腦電圖和功能性磁力共振腦造影，了解腦電波和

腦代謝活動與分散思考和創意解難有何關係。我

寫了一本有關資優的新書，由R o u t l e d g e出版，

內容也提及這些引人入勝的研究。最後，理解創造

力，可以着眼於學生如何設計或構思創造性意念

和產品。我認為這第四個角度極有意思。以上四個

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

創造性的產品結合起來了解，就像用四種互不相同

但同樣價值連城的線，繡出圖案包羅萬有的壁毯。

我認為理解創造力沒有所謂正確的角度。我觀察

高能力學生時，集中留意創造過程及課堂、居所等

環境因素所起的重要作用，覺得該兩方面有助切實

了解如何促進兒童創造力發展。

問1:你如何為「創造力」下定義？

6

問3:家長如何識別兒童的創造力？

專題研習 Feature Article (l )

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。

創 造 力 在 美 國 正 陷 入 危 機。至 少 有 兩 位 深 受尊

重 的 流 行 文化作 家 這 樣 說 過。根 據 B r o n s o n 與

M e r r y m a n就近期創造力趨勢所撰的文章指出，

美國人的創造力測驗分數，以往有升無跌，現在卻

持續下跌。作者2011年在《新聞周刊》發表文章，

援引威廉瑪麗學院金庚熙博士的研究結果。金博士

分析過約三十萬份「陶倫斯創造思考測驗」試卷的

分數後，發現19 9 0 年以前，創造力分數一直穩步

上 升，但19 9 0 年之後 分 數 急 跌，下 跌 情 況 又 以

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。

雖然現在未是時候恐慌，卻是時候檢討學校和家庭

有否盡力鼓勵創造力發展。大家都同意，現今社會

不論哪個領域或專業，創造力都備受重視。在醫學

界、科學界、工程界、教學界、藝術界、政界、商界、

法律界以至心理學界，創造力都受到注重。《財富》

雜誌 50 0強企業的行政總裁以及暢銷的商業自助

書，都指出創造力是重要領導才能。相信沒有一個

專業不重視創新、才智與豐富想像力了。

不過，在現今學校，美國如是，我懷疑香港也如是，

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2:創造力危機存在嗎？你可否加以解釋？

7專題研習 Feature Article (l )

正如我回答之前問題時提及過，在學業壓力沉重的

環境，尤其是着重甚至過份強調標準化課程、記背

資料、強記法以及高風險考試的環境，培養創造力的

時間自然犧牲了。學校要求所有學生，包括高能力

學生，定義、描述、確認、明白、分類、配對、命名、

回 憶、辨 識 資 料時，剩給 學 生 鍛 鍊 理 解、應 用、

分析、評鑑、創造等高層次認知技巧的時間自然

所 餘 無 幾。2 012年 春季 R o u t l e d g e出版社為我

出版的新書，將向教師和家長提供多項建議，有助

學校在課堂教學中加強培養學生創造力。

我從一個才能發展模式看創造力。根據這個模式，

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，

切 記 考 慮 這一 點。我 偏 心 地 將創 造 力 視 作 才 能

發 展 模型的一部份，是我與具有超常運動能力和

智能的兒童相處的經驗所得。我這個才能發展模式

在我的新書中會詳細描述。在這個模式中，我表明

學生必須達到一定程度的一般智能，方可在任何

學科或專業達至專業知識水平或傑出地位。讓我

說明這一點：學生要 達 至 展現 創造 力的境界，即

展現切合實際的創造力，需要具有一定程度的一般

智能。不過，一般智能不足 以令學生在任 何學術

領域或專業達至並超越專業知識水平。同一說法

當然也適用在運動界、戲劇界、舞蹈界、電影界、

音樂界或寫作界。高能力學生要超越能力水平而

達至專業知識水平，特定能力與熟練技巧是不可

或缺。我認為學生如要感受切合現實的創造力，就

需要超越能力水平。學生只有在發展能力並開始

接觸領域相關的專業知識後，才會展現切合現實

的創造力。這情況在我門下的心理學畢業生中屢見

不鮮。換言之，我認為創造力建基於事實性、概念

性和程式性的知識，學生先掌握某科目或範疇的

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

剛開始發展的年輕運動員會展現甚麼創造力。

聰明的高能力學生需要在任何領域或科目掌握一定

經驗，方可望展現想像力、原創性與機智，繼而發揮

具有意義而切合現實的創造力。我記起我的研究院

學生初入學時，對心理學任何領域都缺乏實質認識，

卻有相當熱忱。他們提議心目中「具高度創造性」的

研究題目時，我叫他們先去圖書館（或互聯網），就

他們興致勃勃打算研究的題目，潛心搜集相關資料。

他們最初埋怨我妨礙他們發揮創造力，但不久就

恍然大悟，明白進行一個具創造性的研究前，必須先

深入了解他們的題目，並徹底了解之前的人就哪些

題目進行過研究。

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？

8

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？

專題研習 Feature Article (l )

多謝你說我是創造力領域的專家。雖然這樣說有爭

論餘地，但我為人父卻是亳無爭議的事實。我太太和

我育有三名孩子，現在他們都已長大成人並且出人頭

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

年輕人要在某領域掌握一定程度技能與經驗後，方能

展現創造力，但我亦強烈支持早在兒童成長初期，就

讓他們參與可啟發創造力、能樂在其中而且趣味盎然

的活動。那些活動其樂無窮，有助建立冒險精神和

高層次思維的學習文化。鼓勵子女在家中和遊樂場

表現探索精神、創新精神和創造力，顯然有其教育

價值。這是我提供給家長的第一原則。

第二，任何 有助提 升子女對至少一個學校科目的

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。

兒童須意識到犯錯完全不是問題，所有成就不凡而

善於創造的人，都經歷過沮喪、失望、犯錯和挫折。

這些重要的態度和信念，在兒童成長初期就要向

他們灌輸，並先在家庭中建立起來。這些態度和

信念對兒童最終在學業上超越能力水平並達至卓越

和專業知識水平，並展現創造力，至關重要。Jane

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

一 團 學 習「怒 火」。父母幫助子女 燃 起學習怒火

─對知識、探索、解決 智力和現實 世界 難 題的

熱情，有助他們將來投身社會時，在講求創意解難

技巧和創意生產力的職場發展事業。

家長是影響兒童最深的榜樣。家長對子女創造力和

革新精神有所期望，可成巨大推動力。家長如果在

着重甚至過份着緊分數之餘，也重視子女展現出的

努力和想像力，已經表達出一個強而有力的訊息了。

家長亦可鼓勵或獎勵創造力發揮。人類的好奇心

是 與 生俱來的，這 天性 顯 然 是為了求存的。一旦

家長（或兄姊）對子女的發問不加理會，子女會即時

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

應鼓勵並重視兒童的發問。

最後，家長應給予子女充份時間和自由去探索和

遊 戲。這點很重要，尤其是在二十一世紀，兒童，

尤其是資優生，由早到晚都給安排了活動，閒逛與

探索世界時間少之又少。多項研究都認為遊戲和非

結構式活動與創造力是相關的。蒙特梭利學校以

探索學習為理念，研究顯示這教學模式有助提升

創造力。總而言之，我希望上述的各種意見，能成為

貴 刊家長讀者的「精神食 糧」，助 他們考慮 如何

提升資優子女的創造力。

9專題研習 Feature Article (l )

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.

PARENT STRATEGIES TODEVELOP GIFTED CHILDREN’S

CREATIVITY

This is a very interesting and in fact important first question!

One popular notion that my students often suggest is

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

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

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

construct creativity! Most definitions of creativity proposed

by authorities in the gifted field include two components. The

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

something unusual, new or innovative. This idea goes back

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

most definitions is that creativity should not only represent

something that is unusual or quite different from the norm

or average, but it must also represent something that is

relevant, useful, or contextually appropriate. This second

component to most definitions of creativity eliminates the

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

agree is not what we mean by creative.

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

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

or constrain the creativity process and creation of creative

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

creativity by discussing the neurophysiologic and cognitive

components of the creative process! This is a relatively new

perspective, and quite interesting! There are researchers

investigating creativity by using EEG and fMRI to understand

how electrical and metabolic brain activity is associated with

divergent thinking and creative problem solving. My new

book on the gifted, published by Routledge, describes some

of these fascinating studies! Finally, we could talk about

creativity by focusing on how creative or innovative ideas

and products are that students design or conceive of! This

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

four different perspectives are, not surprisingly, related and

together help us better understand creativity. By integrating

what we know about creative persons, the creative process,

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.

An Interview with Professor Steven Pfeiffer, PhD, ABPP

Q1.How do you define creativity?

10 專題研習 Feature Article (l )

Creativity is in a crisis in America, at least according to two

respected pop culture authors writing on recent trends in

creativity. According to authors Bronson and Merryman,

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

state of steady decline. They cite in their Newsweek article

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

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

popular creativity test – The Torrance Tests of Creative Thinking.

According to Kim, creativity scores have been steadily

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

research suggests that the decline is particularly serious for

younger children ages 5 to 10 or 11.

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

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

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

am not aware of a similarly conducted study in Hong Kong

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

test hypotheses which might explain a purported decline in

overall creativity among school aged children in 2012. We

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

studies in peer-reviewed journals before concluding that

creativity is under threat or in a crisis state!

Although the time to panic is not yet upon us, it does not

seem untimely or imprudent to examine whether we are

Is there a creativity crisis?Can you explain more?

doing all that we can to encourage creativity in our schools

and in our homes! Just about everyone agrees that creativity

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

valued in almost every field or profession across the globe.

Creativity is valued in medicine, the sciences, engineering,

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

CEOs of Fortune 500 companies and popular business self-

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

almost impossible to think of a profession that does not hold

in high regard innovation, ingenuity, and imagination.

Yet, in today’s schools – both in the United States and I suspect

in Hong Kong – we seem to place a premium and perhaps

excessive emphasis on standardised curriculum, rote

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

Although this might sound like a gross oversimplification

and even an unfair stereotype, America’s schools focus

considerable time and resources on the learning and recall

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

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

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

taxonomy of learning objectives. As a result, schools demand

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

including understanding, applying, analysing, evaluating

and creating.

Q2.

11專題研習 Feature Article (l )

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!

How can parents identify their children’s creativity?

Q3.

12 專題研習 Feature Article (l )

As I suggested in response to your earlier question, in a high-

pressure academic environment, especially one that places

a premium and way too much emphasis on standardised

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

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

ask students, including high ability students, to define,

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

recognise information, then our students have too little time

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

including understanding, applying, analysing, evaluating and

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

2012 by Routledge, I discuss a number of suggestions for

teachers and parents. Suggestions that can help promote

creativity in the classroom.

I view creativity within a talent development model. Creativity,

within my talent development model, is one component of

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

is perhaps the most important thing that teachers should

consider in understanding how creativity can be infused

within their curriculum! My partiality for viewing creativity as

part of a talent development model has been influenced by

my experience with young children of extraordinary athletic

and intellectual ability. In my model of talent development

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

certain threshold of general intellectual ability is absolutely

necessary for any student to reach a level of expertise or

eminent status in any academic field or profession. Let

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

creativity begins to unfold; the unfolding of real-world

creativity, requires a certain level of general intellectual ability.

However, general intellectual ability is never enough to reach

expertise and beyond in any academic field or domain. Of

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

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

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

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

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

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

experience real-world creativity! Real-world creativity occurs

only after the student develops competence and begins to

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

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

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

procedural knowledge, the result of a student first obtaining

considerable experience and competence in any subject or

field before we can expect or hope that creativity will take

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

field. We do not expect creativity to bloom early in the young

athlete’s development!

Bright, high ability students require a fair amount of

experience and exposure in any field or subject matter before

we should expect them to display the imagination, originality,

and resourcefulness that is the hallmark of meaningful, real-

world creativity! I am reminded of my beginning graduate

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

little substantive knowledge or exposure to any particular

field of psychology, but with considerable enthusiasm and

zeal – propose what they consider “highly creative” research

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

immerse themselves in the topic that they so excitedly want

to research, they initially complain at my slowing down their

creativity! But soon they come to accept and even appreciate

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

interest and become very familiar and even sophisticated in

discerning what others before them have researched before

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

In an academic-driven environment, would you suggest ways of integrating creativity into learning?

Q4.

13專題研習 Feature Article (l )

It is very kind of you to suggest that I am an expert in the

creativity field! Although that may be debatable, at least

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

three children, now all successful adults. We feel blessed

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.

Second, anything and everything that a parent can do to

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

passion for one or more subjects in school is incredibly helpful

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

– a passion for knowledge, discovery, solving intellectual

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

pursue careers that require creative problem-solving and

creative productivity!

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

joy of wondering about things, and parents can encourage

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

are sincere and honest.

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.

As a parent and an expert in this field, can you share your experiences on developing your children’s creativity?

Q5.

14

創造力的林克忠 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1990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 )

靈 魂

15

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。

專題研習 Feature Article (ll )

獨創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。

變通力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。

精進力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。

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廸經驗，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！

The of Creativity

16

S O U LPatrick Hak-chung Lam Associate Director (Parent Support and Teacher Professional Development), HKAGE

專題研習 Feature Article (ll )

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.

OriginalityThe 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.

FlexibilityThe 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.

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

ElaborationThe 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.

17

參考文獻 ReferencesAdams, 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.

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, socio-

metacognitive 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!

專題研習 Feature Article (ll )

18

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

社會科學、文科與人文學科、物理學的模範創意人，

了解童年家庭脈絡對日後創造力展現的啟示。

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

轉變，從而步向分化。同時，家人提供情緒支援、有共

同價值觀、傳統、目標，設下明確規則、限制、結構

以維繫家庭。分化與融合之間的和而不同及相互

作用，成為培養創造力以至創造力最終發光發熱的

最佳家庭脈絡。

研究分享 Research Corner

19研究分享 Research Corner

融合

融合對培養創造力也很重要，既是激發子女潛能的

彈床，在他們失敗時亦可充當安全墊。許多受訪者

都高度重視家長給予物質上、言語上還是情緒上的

支援和鼓勵，認同那是他們後來得以展現創意成就

的關鍵因素。許多受訪者都想起與家長相聚之時，

家長無條件的情緒支援，營造了安全、溫暖而和諧

的氣氛，令子女可以暢所欲言，表明心跡。

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

他們的看法加諸我們身上）。他們只看眼前的：我

是個怎樣的人，我的兄弟又是怎樣的人，我們可以有

甚麼成就，可怎樣幫助我們等。」（P.347）受訪者的

家長亦會接受子女在某一範疇有失敗的可能，會

鼓勵他們在其他範疇發展也有機會成功。

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。

受訪者 幸得家人潛移默化，明白到吸毒只會破壞

家庭和諧關係，終向毒品說不。回望那段經歷，他

認為家規和家庭價值保護了他的創造力，幫他專心

把握創意機遇，不受其他事情干擾。

分化

想在家人中別樹一幟，先要尋求挑戰。家長應容許、

協助甚至要求子女接受超越現有技術水平的挑戰。

雖然不利的宏觀與微觀社會經濟因素可能產生影響，

但家長仍可在資源匱乏下鼓勵分化性，容忍兒童的

好奇心。許多受訪的典範創意人童年適逢大蕭條時

代，家 庭 生 活拮 据，用於開拓創造 力機 遇的資 源

所 剩 無 幾。受 訪 者 坦 承 家 長理 解 子女 的 興 趣，

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。

處於另一極端的，是子女罹患「超級孩子綜合症」的

家長。在香港，富裕家庭的子女，十之有九被安排

參加學前唱遊班、興趣班、課後補習班。家長不論

子女能力如何，只望子女都成為「超級孩子」，文武

雙全。受訪者的家長恰恰相反，他們的家長「不會

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 )

另一位受訪的經濟學家，從父母角力時的相互影響

和緊張關係，學會調和矛盾。她指出家庭裏的極化

令她的創意成就得以 展現，擴闊她的視野，以多

角度看世界和接受新經驗。

受訪者的往事中出現甚麼分化與融合的特殊標記？

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）

20 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.

21

Differentiation

Dealing with difficult circumstances

Stimulating new interests and challenges

Modeling habits of creativity

Building a demographically diverse family

Integration

Supporting existing interests and aptitudes

Spending time together

Teaching core values/setting rules

Tolerating failure

Table 1. Markers of differentiation and integration in family context

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.

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

Nakamura and Mihály Csikzentmiháyi, closely examined

interview transcripts of nine creative exemplars. Analyses

of transcripts suggest that differentiation has its roots in

involvement and freedom that allow creative exemplars

to “be themselves” by seeking out new challenges and

opportunities. Likewise, integration stems from coexistence

of harmony and help, qualities that promote a sense of

belongingness, value and security.

研究分享 Research Corner

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.

Parents described in the interviews “did not expect their

children to rise to standards they themselves could not

uphold. They created environments in which habits of

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

creative exemplars learned important habits through

imitation. One interviewee interpreted his father, from whom

he learned to achieve satisfaction from intense concentration

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

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

and not to be sidetracked.

專家分享 Professional Sharing22

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（Pro ce ss）、環境（Pre ss）和產品（Pro du c t）。

下文將逐一解釋：

專家分享 Professional Sharing

IMA

GIN

ATIO

N

INSIG

HT

INTER

ESTING

幻想

有趣

直覺

靈感

不可能

INSPIR

ATIO

NIM

POSSIB

LE

主意

無限

INCOME收入

INVENTION發現

IMPROVEMENT改良

INNOVATION發明

23

創造力豐富的人 (Person）P1

創造過程 (Process）P2

在進行有關個人創造力的研究時，學者常常會特別

留意他們的特質。這些特質可能包括個性、動機、

智力、思考方式、情緒智商或者知識（Baer & Kaufman,

2005）。Sternberg與Lubart（1995）提出，創造力豐富

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。

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

特 殊 天份。根據這理論，要當一位有創造力的英語

教師，必須熟諳文法，但文法知識對當一位有創造力

的作曲家卻無甚幫助；（2）創造力相關技能，代表與

創造力相關的個人因素，例如對事情的容忍度、個人

自制力、冒險精神等；（3）工作動機，這因素強調個人

創造過程是創造力的實際經驗。當中備受推崇的概念

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。

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

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「IMap創意思考圖」了解

創意思考的流程（陳家偉, 2005）：

對手頭上工作的動機。研究發現，內在動機（源於對

工作本身的興趣）與 創造 力的關係，比外在 動機

(源於讚許等外在報酬）更為密切。

作為家長，可透過以下方法培養孩子的創意發展：

(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

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

多寶貴經歷的機會。家長應留意如何協助孩子面對

因冒險而出現的過錯；（4）決心，擁有勤奮、恆心、

毅力的孩子對事情的執著和堅持是鍥而不捨的。

他們對工作的熱誠，正是其中一個創造力豐富的孩子

的重要元素（陳家偉, 2005）。

專家分享 Professional Sharing24

創造性環境 (Press）P3

創造性產品 (Product）P4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。

第 三 個 P 是 P r e s s，可 指 家 庭 或 學 校 環 境。

Amabile（1996）曾進行大量研究，探討內在動機

或參與熱忱對創造力的重要性。他發現從工作中

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。

以下建議為提供孩子適當教導和思考空間的點子

(陳家偉, 2005）：

•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

專家分享 Professional Sharing 25

參考文獻 ReferencesAmabile, 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。

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.

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。

26

為人父母者都望子成龍，但現今我們的學習思維卻

阻礙了孩子們追求真正的知識。近年報章雜誌通篇

的補習班廣告，聲稱「承諾你數學科拿A，否則原銀

奉還」，或是「三個月內學曉科學」。這種「教育」

模 式 不僅約束了面對公開試的中學生，更會危及

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。

知識是重要的，但在現今這世代，知識不再局限於

課堂內，任何人連線到互聯網，都能隨時找到世界

上的任何知識。但如果我們繼續在教導我們的孩子

時，不訓練他們如何獨立和創新地思考，那麼他們

長 大 後 必定 會 給 其 他 國 家 的 孩 子比下去。愛 因

斯坦曾 說：「創 意 比 知 識 更 為 重 要」，還 有一種

說 法：「知識可以改變命運」，但是我更贊同「創意

可以改變人類」！

近年，「港童」成為大家關注的現象：十二歲不會

自己繫鞋帶，八歲仍不會自己吃飯，相信這是因為

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

下降，令他們變得循規蹈矩，然後努力學習以爭取

好成績，長大後成為律師、會計師、醫生等；但有

部份孩子仍然會繼續問一些傻問題，表現他們對

周 遭 的 好 奇心，他 們 長 大 後 便 有 機 會是 出色 的

科學家、發明家或者是藝術家。

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、

以考試為主的途徑進入大學，這對創造力和獨立

思考是沒有鼓勵作用的。因此有僱主指出香港的

年青人在解決問題時缺乏創新的意念，我們不應

感 到驚訝；大部份香港學生只習慣牢記教材中的

解題方法來應付問題，他們甚少發掘真正的問題，

更遑論提出有創意的答案！

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

實 踐自己 獨 特 的 創 造 力。來自於 家 庭 的 支 持 和

鼓勵，比任何外在的力量都重要。

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

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

「童」一天空 My Corner

27

黃金耀博士與陳易希攝於科技大學畢業禮 （2011）

「童」一天空 My Corner

學習（Learn from Error），其實更能有效提高孩子

們的學習效率。只有不斷從 失 敗中學到有用的事

物，孩子們才可以慢慢提高他們對事情的分析力，

我們不需要永遠站在家長角度，以一個全能全知

的角色去管理孩子，我們更需要的是一顆陪他們

探險的心。我想同大家分享一個非常好的例子，

就 是 很多 香港人都 熟 識 的「星 之子」陳易 希，他

是 經由本會發掘和培育的。於20 0 4 年只得十四歲

的易希，代 表 香 港 前 往 美 國 參加 全 球 最 大 型 的

科 學比賽「英特爾國際科學與工程大獎賽」（Intel

International Science & Engineering Fair），他不但與

來自世 界 各地 的 青 年 科 學 愛 好 者 進 行交 流，他

的發明—「智能保安機械人」（i - Rob ot）最終更

於工程學組別擊敗了來自世界各地的一百四十多

名 對 手，奪 得 個 人 組 別 工 程 科二等 獎 的 殊 榮，

並 因 此 獲 得「國 際 天 文 聯 會」以 其 名 字 為 一 粒

小行星命名。易希的成 功正 是因他從小到大，都

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。

易希的爸爸是一位汽車維修員，所以閒來還會和

易希一起研究汽車維修。當易希十三歲的時候，他

曾經要求父親代他報讀一個必須是十六歲或以上人

士才能報讀的電子技術課程，希望父親能把所學的，

回來教授給自己。而易希爸爸竟也因他的苦苦哀求

而報讀了該課程，雖然自己日間要上班，下班後還要

上課，的確很辛苦，但為了兒子對電子工程的熱誠，

易希爸爸亦身體力行的作出支持；及至後來，易希

四出尋找學習機會，最終也找到一間名為「中華業餘

無線電研究會」，願意取錄他入讀初級電子課程。

反觀與易希同齡的學生，大多數都會被家長安排

報讀補習班學習英語、報讀考試補習班或報讀現今

的家長都熱衷於子女學習的鋼琴班等等，而易希卻

跟隨自己的興趣，選擇跟一眾成人一起上課，學習

電子課程。亦正因他對電子科學發明的興趣，才能

促使他鍥而不捨、廢寢忘餐的不斷創造及鑽研新的

發明，終於取得他日後的成就。

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。

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。

28

作為家長的我們可以引領孩子探索很多未知的事物；

而老師們則是孩子在探索期間的明燈，為探索中的

他們指引一條光明的路。孩子們的創意是否能夠得

到激發，很大程度上取決於老師們的教學。因此我們

常會鼓勵老師們運用一些具有創意的教學方法來

指導學生，令學生更投入學習，更容易理解所需要

明白的知識。教育不單是灌輸知識；讓孩子們從中

領悟並且變成一個自我學習過程，才是最重要的。

家校合作，是非常重要的。來自父母的支持和老師的

教導是激發孩子們創意的重要因素；而學校作為

家庭以外，孩子們最重要的成長地方，對激發孩子

們的創意思維，更有着關鍵性的影響。

「童」一天空 My Corner

人與人之間存在着一定的差異，但不代表這是能力和

成績上的分別。為鼓勵我們的孩子和我們有一個富

創意的生活和學習得更創新，我建議家長和同學們都

需要時常記着以下8種態度：好奇心（Curiosit y）、

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

敏銳觀覺（Awareness）、愛思考（Think ing）、愛

幻想（I m a g i n at i o n）、有遠 見（V i s i o n）、古 靈

精 怪（Eccent r ic）!這樣 才 能做一個充滿創造 力

（CREATIVE）的人！

每個孩子都具有自己天生的特質，和獨特的優異

才 能，只要我們都倡導和支持多元智能的發展，我

相信我們的孩子有天也能登上諾貝爾獎的領獎台！

29

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.

Hong Kong students are still following the traditional and

exam-oriented pathway in entering universities, which does

not encourage creativity and critical thinking. Most of the

students are trained to memorise and reproducing model

answers in solving problems. There is hardly any genuine

problem for them to solve, let alone find creative solutions!

Teachers and the family must cooperate to enhance the

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

parents must allow their children to show their vigorous and

「童」一天空 My Corner

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

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

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

his interest. His perseverance and passion for creation and

invention lay the foundation for his achievements later.

To encourage our children and ourselves to have a more

creative life and learn more innovatively, I suggest we should

always keep in mind the following eight essential attitudes

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

Awareness, Thinking, Imagination, Vision and Eccentric!

Destruction Lab workshop

Developing and Cultivating Children’s Creativity (Synopsis)

30

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-yingMiss 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

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Wilson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150。R ay 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 ay 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

Wilson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 ls 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 ls 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 小學輔導主任

戲無益我的兒子真慵懶

啟 發 孩 子 的 創 意

31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Wilson，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 ceb 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

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

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。

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

amusing 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.

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

12 3

32

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。

資源推介 What’s Recommended

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。

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。

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。

好書分享

入門篇

技巧篇

內功篇

本書分為七篇主題，介紹了近

五十年的創意研究，一些訓練

孩子創意的方法或例子，以及

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：

4567

33資源推介 What’s Recommended

“Creative Learning and Teaching” is a well-organised, 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.

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。

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。

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。

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。

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。

Book: Creative Learning and Teaching (Synopsis)

思考篇

教學篇

自學篇

培養篇

34

2012年度家長會議

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。

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2 012年

3月 3日假 學 院 校舍 舉 行「2 012年度 家長

會議」，主題為「培育資優兒：思維與情感

教育」，吸引近30 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。

活動花絮 Event Highlights

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

這「五大原則」包括：

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

家長積極參與分組論壇講座

Parents actively participated in the

concurrent sessions.

院長湯敏思博士（右）歡迎史蒂芬‧菲花教授（左）為家長會議進行演講

Dr. Stephen Tommis (right), Executive Director of the HKAG

E,

welcomed Professor Steven Pfeiffer (left), who delivered t

he

keynote address for the Parent Conference.

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 Cheuk-chi and Mr. Lam King-kiu shared their experience as gifted students.

35

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。

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。

活動花絮 Event Highlights

家長向專家踴躍發問

Parents did not

hesitate to ask

questions.

36 活動花絮 Event Highlights

EducationExpertsfromaroundtheWorldand300ParentsSharingInsightsonGiftedEducationinParentConference2012From 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.

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.

“NourishingtheGiftedBrainandHeart”

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

陳梁淑貞校長（左）和許娜娜博士（右）為家長解答培育

資優兒上的疑問

Mrs. CHAN LEUNG Suk-ching, Glori

a (left), Principal of

Kau Yan School, and Dr. HUI Na-n

a, Anna (right), answered

parents’ questions on nurturin

g gifted children.

37活動花絮 Event Highlights

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.

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.

1.Promotebalanceinyourgiftedchild’slife.

2.Normalise your gifted child’s experience. Parents should avoid focusingexclusivelyonyourchild’sspecialtalenttotheneglectofother importantdevelopmentalexperiences.

3.Setclearlystatedlimits,rules,andexpectationsforconduct.Giftedchildrenneedlimits.

4.Encouragesocialandemotionalintelligence.Helpyourchilddeveloptheskillstobecourteous,agoodlistener,likable,helpful,trustworthy,ateamplayer,abletogetalongwithothers.

5.Developcharacterstrengthsandvirtues.Asamatterofexperience,aselectfewmakearealdifferenceinhelpinggiftedkidstobesuccessful!

The“fiveprinciples”are:

“NourishingtheGiftedBrainandHeart”

38 活動花絮 Event Highlights

過往參加為資優家長而設的分享會時，我們很多

時候彼此分享心聲，其中一個普遍話題，可能會

問究竟我們的子女被評定為「資優兒童」後，

他們在學習上會否被這個「標籤」帶來壓力？

老師們對這批「資優仔女」有否較高的學術

期望？他們會否被同學排擠呢？他們的社交

生活有否受到影響？他們的自我形象會否健康

地成長？他們的情緒智商又會否在生活小節上

成為阻礙呢？這一切的疑團彷彿經常地掛在

我們這班「知憂」家長的口邊。

3月3日在香港資優教育學院舉行的「培育資優兒：

思維與情感教育」家長會議中，其中兩名資優生

(林卓智女士及林敬喬同學)正好分享了他們作為

資優兒童的心聲。「資優」的標籤未有在他們身上

帶來負面的影響。相反，他們無論在學業、同學

相處及自我形象等方面卻得到正面的支持及鼓勵。

他們不約而同地表示對父母的多謝。林卓智女士

多謝雙親的栽培，在兒時的她已喜愛音樂，父母就

讓她在小提琴發展，盡量創造出一個自我發展

的空間，讓她自由發揮出自己的興趣及潛能。

林敬喬同學則多謝父母們給他的自由，讓他可以

參與北極探究之旅，充實了自己的知識，擴闊了

非一般中學生可以親身經歷到的領域和體驗。

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

以下是家長參與是次會議的感受和回饋 :

Feedback from Parents on Parent Conference:

反應認識不多，往往以「是非製造者」的名銜來

加在他們身上，又或說他們上課時不集中，四處

張望，影響其他同學上課，甚至不時收到學校的

勸告。「知憂」家長只好靠着緊絀的社會資源來

滿足他們，例如參加一些專上／大學專為資優兒

童舉辦的昂貴短期課程，目的是培養他們健康

成長。

慶幸地，是次工作坊其中一位講者陳梁淑貞校長

分享了她在本地小學教學及課程編排的心得，

尤其是處理資優兒童方面。我們只要放心及放膽

地讓學生們對有興趣的課題作深入探究，不限

制他們的思想，是他們透過課外書籍、互聯網及

大自然去發掘新知識，而老師和家長只需從旁協

助，可讓新一代有不一樣的學習成就。期盼這微小

的燭光終有一天成為本港教育改革的大燭台。

「玉不琢、不成器」！既然上天賜予這塊美好的

寶玉給我們，如何使他們成才，如何使他們成為

珍貴的寶玉，就要靠我們家長、老師、學校、專業

學者、同行者彼此同心從幼稚園、小學、中學、

大學不同階段向他們提供全人培育，讓他們

發揮自我的無限潛能。長大後成為香港未來的

棟樑，配合社會以及世界各地的不同發展需要，

甚或幫助發展中的國家建立起來。

張永強家長

39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

40

我有兩個兒子，經測試後證實是資優生，IQ在140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2012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

41活動花絮 Event Highlights

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

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。

42

目標 Objectives

Hong Kong Academy of Gifted EducationParent Education Programme (PEP) 2012-13

香港資優教育學院「家長學堂」2012-13

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。

學院動向 Forthcoming Academy Events

HEART情意教育

Affective education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.

KNOWLEDGE思維教育

Cognitive education

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.

AWARENESS喚醒正面管教意識

Awareness on positive parenting

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.

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。

43

香港資優教育學院「家長學堂」2012-13

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.

學院動向 Forthcoming Academy Events

GROWTH家長成長

Personal growth

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 well-being. 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.

EMPOWERMENT 成為有效能的家長To be an effective parent

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.

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

44 學院動向 Forthcoming Academy Events

2012-13課程模式及主題

(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

(c)小組/ 朋輩支援小組• 深入了解資優兒：投射繪畫法與陳述法

• 協助中學資優兒升學就業規劃

• 提升家長輔導資優兒技巧

• 發展雙重特殊資優兒執行功能

(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

(d)親子小組• 專注力不足／過度活躍症

之資優兒及其家長

課程種類

（I）基礎課程：旨在增進家長對

資優教育概要的

認識

（I I）進階課程：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

（IV）特別活動：家長迎新日、家長

會議、何東資優

教育演講等

45

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 • 20學分可獲頒發高級證書

• 16學分可獲頒發中級證書 • 24學分可獲頒發榮譽證書

學院動向 Forthcoming Academy Events

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

46 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

(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

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

and their parents

(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

Modes and Topics of 2012-13 Programmes:

47

Parent Support Division家長支援部2012年5月至8月 MAY – AUGUST 2012

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.hkThe 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

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)

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.

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 InformationWebsite: www.hkage.org.hk Email: ps@hkage.org.hk Tel: 3940 0104

48

教師專業發展部

2012年5月至9月

Teacher Professional Development Division

MAY – SEPTEMBER 2012

學院動向 Forthcoming Academy Events

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

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

2012年7月4日及6日4 July and 6 July 2012

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

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2012Hong Kong Biennial Gifted Education Conference 2012

(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.)

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

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

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

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

Thematic Workshop: Using Questioning to Enhance Learning of Gifted Learnersby 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.)

Student Programmes and Services Division 學生服務部

人文學科 Humanities

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

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

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

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

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

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

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

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

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)

領導才能 Leadership

溝通技巧工作坊 Communication Skills Workshops

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

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

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

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

科學 Sciences

物理奧林匹克培訓課程2012-132012-13 Enhancement Programme for Gifted Students in Physics

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

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

宇宙漫遊 Astronomy: Guide Tour of the Universe

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

數學 Mathematics

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

數林匹克初探Introduction to Olympiad Mathematics

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

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

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

古代中國數學Mathematics in Ancient China

2012年5月至8月 MAY – AUGUST 2012

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

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

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

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

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.)

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

聯絡我們 Contact Us

假如你對本期《資優樂》的內容有甚麼意見或查詢，

歡迎跟我們聯絡。

We always welcome feedback and enquiries on this issue of

Nurturing the Gifted. Please do not hesitate to contact us.

學院網站 Website: www.hkage.org.hk

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

請致電或電郵與我們的教育顧問聯絡

Contact our Education Advisor at

consultation@hkage.org.hk

免費諮詢服務

假如你想進一步認識資優教育；

假如你對教導資優子女有任何疑問；

假如你茫無頭緒，不知怎樣滿足子女的

特殊學習需要。

Free Consultation ServiceIf 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.

3940 0106

ISSN 2219-4746

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