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內容:

Teachers’ concerns about teaching creativity correspond to their beliefs that teachers are not responsible for helping students develop their creativity.

It should be noted however, that recent research disagrees with our teacher’effi-cacy toward teaching creativity (Amabile, 1996; Annarella, 1999;Fleith, 1999;Karnes & Bean, 2001;Plucker & Nowak, 2001; Robinson, 2001.)

Relative importance of creativity to academic achieve-ment. Although most experts’define creative products as novel and appropriate, (Sternberg & Lubart, 1999) none of our teach-ers mentioned appropriateness or usefulness in their views of creative production.

This oversight may be an indication that teachers view creativity as an “interesting process”but not necessarily a “beneficial product ”. When faced with a heavy academic burden addressing creativity assumes lower prior-ity. This interpretation finds support in this study.

Teachers mentioned that “they could not provide opportunities for cre-ative active because they thought that academic responsi-bilities should be their highest consideration.

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  • 匿名使用者
    1 0 年前
    最佳解答

    盡量用白話點講,人名就沒有翻譯了!希望有用!翻譯如下:

    老師們所教的創造力往往跟他們自身的信念有相似的影響,因此幫助學生開發他們的創造力並不是老師們的責任。

    這件事應該是要被注意到的, 近來的一些研究學者像是Amabile, Annarella, Fleith, Karnes & Bean, Plucker & Nowak跟 Robinson他們都不贊同“老師的教授有助於創造力”的說法。

    創造力的重要性與學術的成就是成比例的。Sternberg & Lubart提到雖然有許多專家他們定義創造性的產品具有新奇跟適當的特性,但是他們的老師中沒有任何一個人在他們的創造作品中提到所謂的適當或有效的觀點。

    這樣的疏忽可以顯示出在老師們的觀點裡,創造力是一種“有趣的步驟”但是沒必要把它當成是一種“有好處的產物” 。因為當你面臨了沉重的學術職責時,你就會降低創造力是優先考量的想法(表示會忽略創造力)。這種解釋在這個整個研究過程中受到了支持(肯定)。

    老師們也講到“他們可能沒辦法主動的提供創造的機會,因為他們認為學術上的職責是他們會最先所考慮到的事項”。

    參考資料: 自己
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