突出空天特色的“通信网络”案例式教学

在教育新基建的背景下，结合“三航”办学特色，开展“通信网络”案例式教学。首先，根据空天网络领域高质量人才培养需求分析，凝练出科教融合的教学案例设计标准；接着，开发多学科交叉融合的典型案例，培养学生自主探索空天网络技术的工程实践能力；最后，形成以学生为中心的案例式教学范式，并为学生提供多种深入研究的途径，践行专创融合。通过“通信网络”案例式教学的课内实践及课外拓展延伸，取得了显著的人才培养效果。     

Commentary: The Torrance Tests of Creative Thinking already overcome many of the perceived weaknesses that Silvia et al.'s (2008) methods are intended to correct.

Commentary on an article by P. J. Silvia et al. (see record 2008-05954-001) which discusses the topic of divergent thinking. Silvia et al.'s (2008) primary motivations for exploring and proposing their subjective scoring method are their perceived deficiencies of current divergent thinking tests. First, scores on divergent thinking tests frequently correlate highly with general intelligence. Second, the scoring of divergent thinking tests has changed little since the 1960s. Third, the necessity of instructing people to be creative prior to taking divergent thinking tests is integral to obtaining useful responses and needs to be reaffirmed. Fourth, and finally, the problems posed by uniqueness scoring--confounding with fluency, ambiguity of rarity, and the seeming "penalty" imposed on large samples--need to be addressed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

When prevention promotes creativity: The role of mood, regulatory focus, and regulatory closure.

Promotion-focused states generally boost creativity because they associate with enhanced activation and cognitive flexibility. With regard to prevention-focused states, research evidence is less consistent, with some findings suggesting prevention-focused states promote creativity and other findings pointing to no or even negative effects. We proposed and tested the hypothesis that whether prevention-focused states boost creativity depends on regulatory closure (whether a goal is fulfilled or not). We predicted that prevention-focused states that activate the individual (unfulfilled prevention goals, fear) would lead to similar levels of creativity as promotion-focused states but that prevention-focused states that deactivate (closed prevention goals, relief) would lead to lower levels of creativity. Moreover, we predicted that this effect would be mediated by feelings of activation. Predictions were tested in 3 studies on creative insights and 1 on original ideation. Results supported predictions. Implications for self-regulation, motivation, mood, and creativity are discussed. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Commentary: Divergent thinking is not synonymous with creativity.

Commentary on an article by P. J. Silvia et al. (see record 2008-05954-001) which discusses the topic of divergent thinking. On several occasions I have suggested that a modified scientific method be used in studies of creativity (Runco, 1994a, 1999, 2006). This is a fairly contrarian suggestion because it implies a less-than-maximally objective perspective. Yet creativity will never be fully understood using the traditional scientific approach. This is in part because creativity requires originality, and the novelty that signifies originality is typically unpredictable, or at least not predictable with much precision. Perhaps more important for a modified scientific approach is the fact that creativity depends on affect, intuition, and other processes which cannot be accurately described using only objective terms. Yet at the same time, we should be as objective as possible. And although I am intrigued by generalizability theory, as described by Silvia, Winterstein, Willse, Barona, Cram, Hess, Martinez, and Richard (2008), I am concerned about their decision to use subjective scoring of divergent thinking tests. Their rationale is weak, to be blunt about it, and they have overlooked some critical research on the topic. In this commentary, I could describe the attraction of generalizability theory, but Silvia et al. do a more than adequate job of that. So instead, I will try to fill some gaps in their review of the research on divergent thinking. I also have a few questions with several of their claims and methods. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

谈电子信息类专业实践环节的指导方法

针对电子信息专业实践环节指导中存在的问题进行分析,并根据自己的实际教学经验,提出了一系列针对实践环节各个步骤的指导方法,包括:如何鼓励学生通过教学实践环节进行创新,如何利用互动的气氛激发学生的创造性和如何指导学生准确且生动的表述见解。     

点滴火花汇成融融之火：没有进取心就没有进步

德国真正意义上的原材料不仅是石油与矿石，还具有创造性与想象力。保证创新能力和决心是经济持续发展、人民生活富裕和安居乐业的关键。具有“企业家特征”的员工是实现该目的的前提。     

When the presence of creative coworkers is related to creativity: Role of supervisor close monitoring, developmental feedback, and creative personality.

Study 1 was conducted to examine the contribution of the joint condition of supervisor close monitoring and the presence of creative coworkers to employees' creativity. In addition to replicating Study 1's results, Study 2 examined (a) the joint condition of supervisor developmental feedback and presence of creative coworkers and (b) whether creative personality moderated the contributions of the 2 joint conditions. Converging results from the 2 field studies demonstrated that when creative coworkers were present, the less supervisors engaged in close monitoring, the more employees exhibited creativity. Study 2 also found that the contribution of this joint condition was stronger for employees with less creative personalities and that when creative coworkers were present, the more supervisors provided developmental feedback, the more employees exhibited creativity. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

基于设计实践的参数化与BIM

参数化与BIM这两个词越来越多地被建筑师们挂在嘴上,在中国从鲜有人知到谁都能说点,也就是过去三、五年的事情。时至今日,参数化已经成为复杂形体的代词,对于BIM的理解也是众说纷纭,有人甚至把参数化和BIM等"时髦"的词语罗列在一起,暴露了对于这些数字化技术应用背后本质和动机的错位。要想真正领悟什么是参数化,什么是BIM,以及二者之间的关系,就需要把参数化和BIM放到设计实践的语境下讨论。本文以广义的设计实践为媒介,先分别探讨如何全面理解参数化,BIM和设计?然后在此基础上,利用设计四方维度的哲学框架,详细阐述BIM与设计的关系、参数化与设计的关系、参数化和设计的关系,最后展望BIM与参数化的未来。本文结尾,提出无论是参数化还是BIIM,他们都是过程和途径,不是目的,只有正确理解它们和建筑设计之间的关系,才能在提升设计团队工作效率和质量的同时,不限制设计师个体源于经验和直觉的创造性。