创新人才培养：学段特征及其生成机制

Innovative Talents Cultivation： Characteristics of Each Education Stage and Their Generative Mechanism

中文关键词:  创新人才培养；学段特征；生成机制

英文关键词:innovative talents cultivation， study stage characteristics， generative mechanisms

中文摘要:

      创新人才培养的连续性建基于人的发展的基础能力积淀。学前教育阶段重视以探究未知的消极经验将儿童从无聊和苦闷中解放出来，学习看见“异世界”；接续探究未知的消极经验及其应对能力训练，小学重视训练形成健全的想象力；接续想象力训练，初中重视训练形成规范的逻辑能力；接续逻辑能力训练，高中重视训练形成完备的自我理解。从基础能力训练到创新人才兑现，没有确定规律但有生成空间：解放天赋，破解“人造发展陷阱”；确保有效努力，破解“好学生假象”；确保学习机会和权利公平，破解“创造力是少部分人的特权”。

英文摘要:

      The continuity in cultivating innovative talents is based on the accumulation of basic core capacities for human developments. Preschool education focuses on liberating children from boredom and frustration by guiding them through the explorations of the unknown negative experiences， enabling them to learn to see“a different world”. This exploration continues into primary school， with a focus on cultivating a sound imagination and training the ability to cope with such negative experiences. In middle school， the imagination cultivation shifts to developing structured logical abilities， followed by the training to form selfunderstanding in high schools. From basic abilities training to the realization of innovative talents， there is no fixed pattern but there exists a space for growth： unlocking potential while overcoming “artificial development traps”； ensuring effective efforts while breaking “the illusions of good students”， and guaranteeing fair learning opportunities and rights， dismantling the “privilege of creativity as a minority’s right”.