COMM5510 Week 9 _Creativity & Innovation
新教材2024年高中英语本册综合学业质量检测新人教版选择性必修第三册
本册综合学业质量检测选择题部分第一部分：听力(共两节，满分30分)第一节(共5小题；每小题1.5分，满分7.5分)听下面5段对话。
每段对话后有一个小题，从题中所给的A、B、C三个选项中选出最佳选项听完每段对话后，你都有10秒钟的时间来回答有关小题和阅读下一小题。
每段对话仅读一遍。
1．Who is the woman raising money for？ __A__A．The old. B．The poor. C．The homeless.2．What does the man’s house have？ __B__A．A pool. B．A garden. C．A garage.3．When should the speakers start to work？ __C__A．At 2:30．B．At 2:00．C．At 1:30．4．Where does the conversation probably take place？ __B__A．In an office. B．At home. C．At the airport.5．What does the woman think of her own job？ __B__A．It’s boring.B．It’s unsatisfying.C．It’s exciting.其次节(共15小题；每小题1.5分，满分22.5分)听下面5段对话或独白。
每段对话或独白后有几个小题，从题中所给的A、B、C三个选项中选出最佳选项。
听每段对话或独白前，你将有时间阅读各个小题，每小题5秒钟；听完后，各小题将给出5秒钟的作答时间。
每段对话或独白读两遍。
听第6段材料，回答第6和第7两个小题。
6．What kind of concert will the speakers attend？ __A__A．Jazz. B．Rock. C．Classical.7．Which is right about the concert this Saturday？ __C__A．It is through the night. B．It is held indoors.C．It is free of charge.听第7段材料，回答第8至第10三个小题。
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全国大学英语CET六级考试试卷及答案指导(2024年)
2024年全国大学英语CET六级考试自测试卷及答案指导一、写作（15分）WritingSuppose you are planning to go to a university abroad for further study. Write an email to your friend to express your intention and seek for advice. You should write about 100 words on the ANSWER SHEET 2.Do not sign your own name at the end of the letter. Use “Zhang Wei” instead. You do not need to write the address.You should write neatly on the ANSWER SHEET 2. (10 points)Sample Answer:Dear [Friend’s Name],I hope this email finds you well. I am writing to share with you my plan of studying abroad for further education and I would appreciate it if you could offer me some advice.I have recently applied for admission to [University Name], a prestigious university in [Country], and I am eager to pursue my master’s degree there. The program I am applying for aligns perfectly with my academic interests and career goals.However, I am not entirely sure about the process of studying and living abroad. I would greatly appreciate any tips or insights you might have. For instance, what are the challenges I might face in terms of language, culture, and daily life?I am looking forward to your valuable advice and suggestions. Your experience would be of immense help to me.Best regards,Zhang WeiExplanation:This sample answer follows the structure required for a personal email. It begins with a friendly greeting, followed by the main purpose of the email, which is to share the writer’s intention to study abroad and seek advice.The writer mentions the specific university and program they are interested in, showing a clear goal. They also express their eagerness to pursue their academic and career objectives, which adds context to their decision.The second paragraph requests advice on the challenges of studying and living abroad, indicating that the writer is open to learning from their friend’s experience.Finally, the closing sentence shows gratitude for the friend’s assistance and looks forward to receiving their advice, which is a polite and appropriate way to conclude the email.This response is concise, clear, and directly addresses the requirementsof the prompt.二、听力理解-长对话（选择题，共8分）第一题Part BIn this section, you will hear a long conversation. At the end of the conversation, you will hear some questions. Both the conversation and the questions will be spoken only once. After you hear a question, you must choose the best answer from the four choices marked A), B), C), and D).ConversationM: Hi, Jenny. How was your weekend? I heard you went to the countryside with your family.W: Oh, it was great! We spent the whole day hiking in the mountains. The scenery was just beautiful.M: I bet it was. Did you take any photos?W: Yes, I did. I even managed to take a few shots of some rare wildflowers. They were really stunning.M: That’s awesome. I love wildflowers. Do you think you’ll show them to us when we meet next week?W: Absolutely! I’ll bring them with me. By the way, di d you do anything special last weekend?M: Not really. I just stayed at home and watched some movies. I was reallytired after the week at work.W: Same here. It’s always nice to relax after a busy week.M: Speaking of which, we should plan a trip together soon. How about going to the mountains for a weekend getaway?W: That sounds perfect. I could really use a break from the city.Questions1、What did Jenny do over the weekend?A) She went to the countryside with her family.B) She stayed at home and watched movies.C) She worked overtime at her office.D) She went shopping in the city.2、What did Jenny do with the photos she took?A) She sent them to her friends via email.B) She posted them on social media.C) She brought them to show her friends.D) She deleted them because they were not good.3、Why did Jenny want to go on a trip with her friend?A) She wanted to see the mountains again.B) She was tired of the city life.C) She needed a break from her studies.D) She wanted to show off her new camera.4、What is the conversation mainly about?A) Jenny’s weekend trip.B) The beauty of the countryside.C) The importance of relaxation.D) Planning a trip with friends.Answers:1.A2.C3.B4.A第二题听力原文：A: Hi, Bob. I heard you’re going to take the CET-6 exam this summer. How are you preparing for it?B: Yeah, I’m pretty nervous. I’ve been studying for hours every day, but I’m still not sure if I’m on the right track.A: Well, you know, it’s important to focus on your weak points. What are you struggling with the most?B: I think my listening comprehension is the biggest issue. I often can’t catch the main idea of the conversations in the listening section.A: That’s a common problem. You should practice listening to English news and podcasts to get more exposed to the language. Also, try to summarize what you’ve heard after each passage.B: That sounds good. Do you have any other tips?A: Definitely. Try to improve your vocabulary and grammar as well. A strong foundation in these areas will definitely help.B: Thanks for the advice, Alice. I really appreciate it.选择题：1、What is the main topic of the conversation?A) Preparing for the CET-6 examB) Taking English coursesC) Improving listening skillsD) Discussing exam strategies2、What is Bob’s main problem with the CET-6 exam?A) He struggles with grammar.B) He has difficulty with reading comprehension.C) He’s nervous about the exam.D) He finds the listening section challenging.3、What advice does Alice give Bob to improve his listening skills?A) Focus on reading more English books.B) Practice listening to English news and podcasts.C) Spend more time on vocabulary building.D) Take more English courses.4、What is Bob’s response to Alice’s advice?A) He is confident in his ability to pass the exam.B) He is grateful for Alice’s help.C) He is skeptical about the effectiveness of the advice.D) He is not interested in improving his listening skills.答案：1、A2、D3、B4、B三、听力理解-听力篇章（选择题，共7分）第一题听力篇章You will hear a passage. For questions 1 to 3, choose the best answer from the four choices marked A), B), C) and D). Then mark the corresponding letter on Answer Sheet 2 with a single line through the centre.Now, listen to the passage.The rise of the Internet has transformed the way we communicate and access information. One of the most significant impacts has been on education, where online learning platforms have become increasingly popular. This has led to a debate on whether online education can replace traditional classroom learning.Questions 1 to 3 are based on the passage you have just heard.1、What is the main topic of the passage?A) The benefits of online education.B) The challenges of online education.C) The debate between online and traditional education.D) The transformation of education due to the Internet.2、According to the passage, what has been the most significant impact of the Internet on education?A) Increased access to information.B) Improved communication skills.C) Enhanced technology in classrooms.D) Decreased need for traditional teachers.3、What is the author’s stance on the debate between online and traditional education?A) The author is strongly in favor of online education.B) The author is strongly against online education.C) The author believes that both methods have their merits and drawbacks.D) The author is unsure about the effectiveness of online education.Answers:1、C2、A3、C第二题PassageIn recent years, the importance of environmental protection has been increasingly recognized worldwide. With the rapid development of industries and urbanization, various environmental issues have arisen, such as air and water pollution, deforestation, and climate change. To address these challenges, many countries have implemented various environmental policies and regulations. However, the effectiveness of these measures is often questioned.1.In the passage, what is the main concern regarding environmental issues?A)The rapid development of industries.B)The increasing number of people living in urban areas.C)The lack of environmental protection measures.2.According to the passage, which of the following is NOT mentioned as an environmental issue?A)Air and water pollution.B)Deforestation.C)Overpopulation.3.What is the main purpose of implementing environmental policies and regulations, as stated in the passage?A)To promote economic growth.B)To address environmental issues.C)To reduce the cost of industries.Answers1.B) The increasing number of people living in urban areas.2.C) Overpopulation.3.B) To address environmental issues.四、听力理解-新闻报道（选择题，共20分）第一题News Item:A new study by the World Health Organization (WHO) reveals that air pollution is a leading cause of death worldwide. The report, released today, states that more than 7 million people die each year from diseases caused or exacerbated by air pollution. The WHO emphasizes that the most affected regions are South Asia and East Asia, where air quality is among the worst in the world. The organization calls for stricter regulations and policies to reduce emissions and improve air quality.Questions:1、How many people die each year from diseases caused or exacerbated by air pollution, according to the WHO report?A) 3 millionB) 5 millionC) 7 millionD) 10 million2、Which regions are identified as the most affected by air pollution?A) North America and EuropeB) South Asia and East AsiaC) Central and South AmericaD) Australia and New Zealand3、What is the primary call to action made by the WHO in response to the report?A) To promote the use of electric vehicles worldwideB) To provide free medical care for air pollution victimsC) To implement stricter regulations and policies to reduce emissionsD) To increase funding for research on air pollutionAnswers:1、C) 7 million2、B) South Asia and East Asia3、C) To implement stricter regulations and policies to reduce emissions第二题News Item:In the following news report, you will hear about a recent development in environmental protection policies. Listen carefully and answer the questions that follow.News Report:Lately, the Chinese government has announced a new set of environmental protection policies aimed at reducing air pollution in major cities. The policies include stricter emission standards for vehicles and industries, as well as a focus on renewable energy sources. The government has set a targetof reducing the amount of smog in cities by 20% within the next five years. Experts believe these measures will significantly improve air quality and public health.Questions:1、What is the main goal of the new environmental protection policies?A) To promote the use of renewable energy sources.B) To reduce the amount of smog in cities by 20% within five years.C) To impose stricter emission standards on vehicles and industries.D) To improve public health in rural areas.2、Which of the following is NOT mentioned as a measure in the new policies?A) Stricter emission standards for vehicles.B) Promotion of nuclear energy.C) Focus on renewable energy sources.D) Reduction of energy consumption in households.3、How does the news report describe the potential impact of these policies?A) They are expected to have little impact on air quality.B) They are believed to significantly improve air quality and public health.C) They are considered too ambitious and may not be achievable.D) They are seen as a step backward in environmental protection efforts.Answers:1、B2、B3、B第三题News ReportA recent report from the Chinese Ministry of Education reveals that the National College English Testing System (CET-6) has been revised to better reflect the actual use of English in the real world. The new exam format is expected to be implemented next year.1、What is the main purpose of the CET-6 revision according to the report?A、To increase the difficulty level of the exam.B、To better reflect the actual use of English.C、To reduce the number of test takers.D、To change the format of the exam.2、When is the new exam format expected to be implemented?A、This year.B、Next year.C、Two years from now.D、Three years from now.3、What does the report indicate about the new CET-6 exam?A、It will focus more on listening and speaking skills.B、It will include more questions about Chinese culture.C、It will have a shorter duration.D、It will have a lower passing score.Answers:1、B2、B3、A五、阅读理解-词汇理解（填空题，共5分）第一题Reading PassageThe rapid development of technology has brought about significant changes in our daily lives. One of the most remarkable advancements is the rise of artificial intelligence (AI). AI has the potential to revolutionize various industries, including healthcare, education, and transportation. In this passage, we will explore the impact of AI on society and the challenges it poses.Questions:1、According to the passage, AI has the potential to revolutionize various industries, including ______.A. healthcareB. educationC. transportationD. All of the above2、The passage mentions that AI can bring about significant changes in ______.A. our daily livesB. our social relationshipsC. our economyD. our environment3、The word “remarkable” in the first paragraph ca n be best replaced by ______.A. noticeableB. extraordinaryC. averageD. insignificant4、The passage discusses the____of AI on society.A. benefitsB. challengesC. both benefits and challengesD. none5、The author of the passage seems to have a____view of AI.A. positiveB. negativeC. neutralD. skepticalAnswers:1、D. All of the above2、A. our daily lives3、B. extraordinary4、C. both benefits and challenges5、A. positive第二题Read the following passage and then fill in each blank with one word from the list below. Write the word you choose in the corresponding space on the Answer Sheet. There are more words than you need.In the digital age, 1 of data has become an integral part of our daily lives. From the moment we wake up, we are surrounded by data. Our smartphones track our every move, and our social media profiles are filled with data about our likes, interests, and connections. However, the sheer volume of data can be over whelming and it’s essential to understand how to manage it effectively.1.(A) Generation (B) Analysis (C) Collection (D) Storage2.(A) devices (B) interactions (C) sources (D) outcomes3.(A) In the past (B) Currently (C) Initially (D) Eventually4.(A) managing (B) reducing (C) analyzing (D) ignoring5.(A) data (B) information (C) knowledge (D) insightsAnswers:1.(C) Collection2.(B) interactions3.(B) Currently4.(A) managing5.(A) data六、阅读理解-长篇阅读（选择题，共10分）第一题Reading PassageIn recent years, the rapid development of technology has brought about significant changes in various aspects of our lives. One of the most notable changes is the impact of technology on education. This passage explores the ways in which technology has transformed the field of education and its implications for students and educators.Technology has revolutionized the way students learn. With the advent of online learning platforms, students can now access a wealth of resources and educational materials from anywhere in the world. This has made education more accessible and flexible, allowing students to learn at their own pace and in their own time. Additionally, interactive tools such as virtual reality (VR) and augmented reality (AR) have enhanced the learning experience by providing immersive and engaging educational content.Educators have also benefited from the integration of technology in the classroom. Digital tools and software have simplified administrative tasks, such as grading and record-keeping. Moreover, teachers can now utilize multimedia presentations and videos to make their lessons more dynamic and engaging for students.Despite the numerous advantages, the rapid adoption of technology in education has raised concerns about its potential negative effects. One of the primary concerns is the potential for technology to create a digital divide, where students without access to technology may be at a disadvantage. Another concern is the over-reliance on technology, which could lead to reduced social interaction and a decline in critical thinking skills.The following passage provides more details about the impact of technology on education.Questions1、What is the main purpose of the passage?A. To discuss the benefits of technology in education.B. To highlight the negative effects of technology in education.C. To compare traditional and modern educational methods.D. To argue for the complete replacement of traditional education with technology.2、According to the passage, how has technology changed the accessibility of education?A. It has made education more expensive.B. It has limited access to education.C. It has increased the cost of educational materials.D. It has made education more accessible and flexible.3、What is one way technology has enhanced the learning experience forstudents?A. It has reduced the need for social interaction.B. It has made lessons more passive and unengaging.C. It has provided immersive and engaging educational content.D. It has increased the workload for educators.4、What are two advantages of technology for educators mentioned in the passage?A. It has increased the need for physical classrooms and textbooks.B. It has simplified administrative tasks and made lessons more dynamic.C. It has reduced the need for textbooks and traditional teaching methods.D. It has increased the number of hours educators need to work.5、Which of the following is a concern raised about the use of technology in education?A. It has improved students’ critical thinking skills.B. It has made education more personalized and effective.C. It has created a digital divide and reduced social interaction.D. It has made learning more enjoyable and interactive.Answers1、D2、D3、C4、B5、C第二题Reading PassagesIn the wake of the global pandemic, the importance of public health has come under renewed scrutiny. This article explores the various aspects of public health, from the challenges faced by healthcare systems to the role of technology in improving health outcomes.Passage 1Public health is the science and art of preventing disease, prolonging life, and promoting health through organized efforts and informed choices of society, organizations, public and private, communities, and individuals. The World Healt h Organization (WHO) defines public health as “the science and art of preventing disease, prolonging life, and promoting health through organized efforts and informed choices of society, organizations, public and private, communities, and individuals.”The global pandemic has highlighted the fragility of healthcare systems around the world. Many countries have struggled to cope with the surge in cases, leading to overwhelmed hospitals, exhausted healthcare workers, and shortages of medical supplies. This has underscored the need for strong public health infrastructure, including robust healthcare systems, effective disease surveillance, and efficient emergency response mechanisms.Questions:1、What is the main purpose of public health?A、To provide medical care to individuals.B、To prevent disease, prolong life, and promote health.C、To improve healthcare systems globally.D、To focus on emergency response during pandemics.2、What challenge has the global pandemic highlighted?A、The inefficiency of public health organizations.B、The strength of healthcare systems worldwide.C、The need for more private healthcare facilities.D、The importance of disease surveillance.3、What does the World Health Organization define public health as?A、The science and art of preventing disease, prolonging life, and promoting health.B、The responsibility of healthcare workers during emergencies.C、The role of technology in improving health outcomes.D、The focus on individual health choices.4、Which of the following is NOT mentioned as a challenge faced by healthcare systems during the pandemic?A、Overwhelmed hospitals.B、Exhausted healthcare workers.C、Increased public health awareness.D、Shortages of medical supplies.5、What is the main focus of the article?A、The role of technology in public health.B、The challenges faced by healthcare systems during the pandemic.C、The definition and importance of public health.D、The role of individuals in improving public health.Answers:1、B2、D3、A4、C5、C七、阅读理解-仔细阅读（选择题，共20分）第一题Reading PassageIn the era of digital transformation, the traditional classroom experience has been revolutionized by the integration of technology. Online learning platforms, interactive multimedia, and virtual reality have become integral tools in the educational process. However, with these advancements come challenges that educators and students alike must navigate. This passage discusses some of the key issues associated with the use of technology in education.Paragraph 1The rise of online learning platforms has made education more accessible to students around the world. These platforms offer a wide range of courses, from basic literacy to advanced technical skills, making it possible for individuals to learn at their own pace. However, the convenience of online learning comes with its own set of challenges. One of the most significant concerns is the potential for increased isolation and decreased social interaction among students.Paragraph 2Interactive multimedia has become a staple in modern classrooms. Videos, simulations, and other multimedia tools can help students visualize complex concepts and engage with the material in a more interactive way. However, the use of multimedia can also create a barrier for students with disabilities. For example, individuals with visual impairments may struggle to access information presented in visual formats, while those with hearing impairments may find it difficult to follow along with audio-only content.Paragraph 3Virtual reality (VR) has the potential to revolutionize the way students learn. By immersing students in virtual environments, educators can create realistic simulations that allow students to experience historical events, explore scientific concepts, and even practice medical procedures. However, VR technology is still in its infancy, and it is not yet widely accessible to allstudents. Additionally, the cost of VR hardware and software can be prohibitive for many educational institutions.Paragraph 4While technology offers numerous benefits to the educational process, it also presents several challenges. One of the most pressing concerns is the potential for technology to create a digital divide. Students from low-income families may not have access to the necessary devices or internet connections to fully participate in online learning. Furthermore, the over-reliance on technology can lead to a lack of critical thinking skills and a diminished focus on foundational learning.Questions1、What is one of the main concerns associated with online learning platforms?A. The lack of social interaction among students.B. The difficulty of accessing information in visual formats.C. The high cost of VR technology.D. The limited availability of advanced technical skills.2、How can interactive multimedia create a barrier for students with disabilities?A. It limits the number of courses available to students.B. It makes it difficult for students to follow along with audio-only content.C. It requires students to have advanced technical skills.D. It increases the risk of students becoming isolated.3、What is the potential of virtual reality to revolutionize the way students learn?A. It allows students to practice medical procedures in a virtual environment.B. It increases the risk of students becoming isolated.C. It makes it difficult for students to visualize complex concepts.D. It creates a digital divide among students.4、What is one of the challenges associated with the use of technology in education?A. The potential for technology to create a digital divide.B. The decrease in critical thinking skills among students.C. The difficulty of accessing information in visual formats.D. The lack of social interaction among students.5、What is the main focus of the passage?A. The benefits of online learning platforms.B. The challenges associated with the use of technology in education.C. The importance of critical thinking skills in education.D. The potential of virtual reality to revolutionize the way students learn.Answers1、A2、B3、A4、A5、B第二题Reading PassageIn the digital age, the importance of lifelong learning has never been more evident. As technology advances at an unprecedented rate, the skills and knowledge that were once considered essential can quickly become outdated. This has led to a growing demand for continuous education and professional development.The concept of lifelong learning has been embraced by many industries and educational institutions. Companies recognize that investing in their employees’ education can lead to increased productivity and innovation. Similarly, educational institutions are adapting their curricula to meet the changing needs of students and the job market.One of the key benefits of lifelong learning is that it allows individuals to stay relevant in their fields. Whether it’s learning new software for a tech professional or mastering a new language for a global business leader, continuous education helps individuals keep pace with the latest trends and developments.However, the pursuit of lifelong learning is not without its challenges.The cost of education can be prohibitive, and balancing work, family, and personal commitments can be daunting. Despite these obstacles, the benefits of lifelong learning far outweigh the costs.Below is a text about the impact of lifelong learning on individuals and society. Please read the text carefully and answer the questions that follow.Questions:1、What is the main idea of the first paragraph?A. The rapid advancement of technology necessitates lifelong learning.B. Companies are in vesting in their employees’ education.C. Educational institutions are adapting their curricula.D. Lifelong learning has become a growing trend.2、According to the passage, what is the main purpose of investing in employees’ education for companies?A. To increase the company’s revenue.B. To improve the quality of products and services.C. To keep up with technological advancements.D. To reduce employee turnover.3、What is one of the benefits of lifelong learning mentioned in the passage?A. It helps individuals save money.B. It allows individuals to stay relevant in their fields.C. It ensures a secure retirement.D. It provides a sense of accomplishment.。
泛读教程unit9creativity课文翻译
泛读教程unit9creativity课文翻译原文：Our Chinese nation is a smart and hard-working people, our ancestors once created a brilliant ancient civilization, but in the history of science and technology in the past hundred years, there are few Chinese names. What are the reasons for this? I think it has a lot to do with the decline of creativity as a nation.The essence of science is innovation. Innovation is not easy but it is not mysterious. It can be said that anyone can innovate. Let me tell you a true story. There is an American painter named Li Xiaoman. He always forgets everything he does, even when he is painting. He often forgets where he puts his eraser just after he finds his pencil. Later, for convenience, he fixed the eraser to the pencil with a wire, and then the pencil with the eraser was born. After being patented, the invention was bought by a pencil company for $550,000. This illustrates that innovation is possible if you put your heart into it.Where does human creativity come from? Many facts tell us that people's creativity is not innate, but acquired. Cultivate yourcreativity. We should dare to dream from an early age, those strange rich imagination often breeds wonderful innovation. Of course, dream and reality often have a far distance, so we also need to realize the dream to pay sweat, efforts, a little bit to shorten the distance between reality and dream, finally can turn the dream into reality. Only when we surpass the achievements of our predecessors, do not become trapped by authoritative opinions, and do not shrink from the difficulties at hand, can we improve our creativity.翻译：我们中华民族是一个聪明、勤劳的民族，我们的祖先曾经开创了灿烂辉煌的古代文明，然而在近百年来科学技术史上，却很少有中国人的名字。
泛读Unit11Creativity
Many people think creation is only the business of scientists or inventors and it is not close to our daily life. Is it right ?
The answer is
Because creation is just in our daily life!
BACK
BACK
In fact, we are all creative every day because we are constantly changing the ideas which we hold about the world about us. Creativity does not have to be about developing something new to the world, it is more to do with developing something new to ourselves. When we change ourselves, the world changes with us, both in the way that the world is affected by our changed actions and in the changed way that we experience the world.
Reading Comprehension:
1.F 2.F 3.T 4.T 5.F 6.T
Discussion:
1.Can you summarize the two stories that the author tells in part Ⅰ?
2025年重庆市普通高中学业水平选择性考试9月调研试卷 英语
2025年普通高等学校招生全国统一考试9月调研测试卷英语英语测试卷共8页，满分150分。
考试时间120分钟。
第一部分听力(共两节，满分30分)做题时，请先将答案标在试卷上。
录音内容结束后，你将有两分钟的时间将试卷上的答案转涂到答题卡上。
第一节(共5小题；每小题1.5分，满分7.5分)听下面5段对话。
每段对话后有一个小题，从题中所给的A 、B 、C三个选项中选出最佳选项，并标在试卷的相应位置。
听完每段对话后，你都有10秒钟的时间来回答有关小题和阅读下一小题。
每段对话仅读一遍。
例：How much isthe shirt?A.f19.15.B.f9.18.C.f9.15.答案是C。
1.What will the speakersprobably do next?A.Drive back home.B.Buy some drinks.C.Do grocery shopping.2.What does the man probably want to do?A,Book a hotel room. B.Find a swimming instructor. C.Get some physical exercise.3.What is the relationship between thèspeakers?A.Boss and clerk. B Sacher and student. C.Husband and wife.4. What does the woman want to do withth言KV?A.Exchange a cheaperone.B.Haveirsepaired.C.Sell it to QuickFix Guys.5.Which train will the man take?A.14:15.B.14:30.C.15:00.第二节(共15小题；每小题1.5分，满分22.5分)听下面5段对话或独白。
evaluation of creativity
1.DefinitionThere are several different definitions of creativity, three of which is commonly used.Creativity (Perkins, 1988):a. Creativity: "a creative result is a result both original and appropriate."b. Creative Person: "a creative person--a person with creativity--is a person who fairly routinely produces creative results."Creative Process (Torrance 1988):"I tried to define creative thinking as a process of (1) sensing difficulties, problems, gaps in information, missing elements, something askew; (2) making guesses and formulating hypotheses about these deficiencies; (3) evaluating and testing these guesses and hypotheses; (4) possibly revising and retesting them; and finally (5) communicating the results."The three-four P's (Davis, 1992):Creative Person (look for traits; e.g., visionary type)Creative Process (looking at stages, steps, actions, behaviors)Creative Product (looking at composition, design, innovation, fitness, worthiness)Creative Press (look at environment, climate, place)2. Creativity Tests2.1 Introduction (general description)Resource No.1: Creativity Tests: Overview; /~bobweb/cretv_6.html Creativity tests are typically divided into four main components: Divergent thinking, Convergent thinking, Artistic assessments and Self assessments.The definition of each component is as following:Divergent thinking is the ability to consciously generate new ideas that branch out to many possible solutions for a given problem. These solutions or responses are then scored on four components:1) Originality - statistical infrequency of response2) Fluency - number of responses3) Flexibility - the degree of difference of the responses, in other words do they come from a single domain or multiple domains4) Elaboration - the amount of detail of the responseConvergent thinking is the ability to correctly hone in the single correct solution to a problem. In creativity convergent thinking often requires taking a novel approach to the problem, seeing the problem from a different perspective or making a unique association between parts of the problem. These solutions are scored either correct or incorrect.Artistic assessments are the evaluations of an artistic product (e.g., painting, story, poem, musical composition, collage, drawing etc.). Evaluations are typically done by two or more judges that must be in near agreement on the creativity of the product.Self assessments are person's responses to the amount of creativity a personal feels they exhibit. Person’s responses to the amount of creativity a person feels they exhibit.2.2 Widely Used TestsThough quite a lot test systems exist, according to the literature investigation, the most commonly used tests are: Torrance Test of Creative Thinking (TTCT), Remotes Associations Task (RAT). Other tests may include but not limited to: Guilford’s Alternative Uses Task (1967), Wallas and Kogan (1965), Barron-Welsh Art Scale, The Creativity Behavior Inventory, Runco Ideation BehaviorScale (RIBS), Creative Attitude Survey (Schaeffer), Statement of Past Activities, NEO-PI-R (Openness to Experience component).There is a docx file listing all sorts of tests in the document. One can refer to that for more detailed information. However, it should be noticed that new papers are continuously being published on this topic. To take an example, in Creativity Evaluation through Latent Semantic Analysis, the author present a new method of creativity evaluation. However, no evidence can be found that those relatively new methods have been commonly accepted.2.2.1 TTCTThe Torrance Tests of Creative Thinking (TTCT) by E. Paul Torrance Torrance has three components:1. Thinking Creatively with Pictures measures creative thinking using three picture-based exercises to assess five mental characteristics: fluency, originality, elaboration, abstractness of titles, and resistance to closure.2. The Figural TTCT contains abstract pictures and the examinee is requested to state what the image might be.3. The Verbal TTCT: contains presents the examinee with a situation and gives the examinee the opportunity to ask questions, to improve products, and to “just suppose.”Torrance Center; /torrance/2.2.2 RATIn Mednick's Remote association Task (1962) examinees are present with three words and are asked to come up with the word that associates the other three together.3. Tests Providing OrganizationsQuite a few organizations is providing creativity tests, to know exactly what are those organizations one can refer to/~bobweb/cretv_6.htmlThere are several tests listed and in the page of each test a link of the organization providing the tests is there.STSAccording to the online investigation, it seems that STS is the most prestigious organization that provides creativity tests and training./2005giftttct.htmlIts system is mostly like ETS, which provides TOEFL iBT, SAT, SSAT as well as GRE.the Figural and Verbal TTCT can be used for pre- and post-testing.The Figural TTCT: Thinking Creatively with Pictures is appropriate at all levels, kindergarten through adult.With Figural TTCT Streamlined Scoring two different norm types are available: grade-related norms and age-related norms. Grade-related norms use one set of norms for each of the grades for which the test is appropriate, including the adult level. Age-related norms are based on the typical age for each of the grades in which the Figural TTCT may be used.Required for local scoring, the Figural TTCT Norms-Technical Manual includes national norm tables with standard scores and national percentiles by grade and age for each score area. The tables also show national percentiles for average standard scores, as well as a creativity index developed from the five standardized scores and thirteen creative strengths. A Streamlined Scoring Guide is alsorequired for local scoring.Appropriate for first graders through adults, the Verbal TTCT: Thinking Creatively with Words uses six word-based exercises to assess three mental characteristics.The Verbal TTCT can be scored locally or by STS. If a school chooses to score the test locally, the Manual for Scoring and Interpreting Results provides an easy-to-use scoring method. The Verbal TTCT uses one set of grade-related norms for each of the grades which is age appropriate, including the adult level. Age-related norms are based on the typical age for each of the grades in which the Verbal TTCT may be used. They range from age six to eighteen years and beyond.Required for local scoring, the Verbal Norms-Technical Manual includes national norm tables with standard scores and national percentiles by grade and age for each score area. Both manuals are required for local scoring.For more detailed information, one is suggested to log on STS’s website.4. Training ProgramCreativity Training in college, which in my personal view, can be very help, but it’s a shame I cannot find full text.TEACHING CREATIVITY AT THE COLLEGE LEVEL - A SYNTHESIS OF CURRICULAR COMPONENTS PERCEIVED AS IMPORTANT BY INSTRUCTORSAuthor: BULL KS, MONTGOMERY D, BALOCHELJournal: Creativity Research Journal 1995,volume 8, page 83-89Abstract: The purpose of this study was to describe the components of creativity courses taught at the college level and the perceived importance of the components to teaching creativity. Teachers of college-level creativity courses were asked to rate the degree to which curricular variables were considered important to the teaching of creativity. The instrument was developed from a content analysis of college creativity syllabi and other course artifacts. Results are discussed in terms of five dimensions for teaching creativity: social climate, personality characteristics, general theories and models, processes involved, and product variables related to end results.The Effectiveness of Creativity Training: A Quantitative Review, which examined how successful programs are able to sustain and enhance creativity in the workplace . In this meta‐analysis based on 70 prior studies, can be quite useful, when trying to identify the successful creativity training organizations.3.1 A general description of creative training program:Creativity training has been developed for occupations ranging from marketing(Rickards & Freedman, 1979), business management(Basadur, Wakabayashi, & Takai, 1992) and educa-tional administration (Burstiner, 1973), to medicine(Estrada, Isen, & Young, 1994) and engineering(Basadur, Graen, & Scandura, 1986). Creativity training, moreover, executed as either distinct course segments or embedded exercises, is often a key component of educational programs for the gifted and talented (Kay, 1998; Renzulli, 1994). Creativity training, in fact, has been developed for virtually every student population including kindergarten students(Meador, 1994), elementary school students (Castillo, 1998; Clements, 1991), high school students (Fritz,1993), college students (Daniels, Heath,&Enns, 1985;Glover, 1980), disadvantaged students (Davis et al.,1972), disabled students (Jaben, 1983, 1985a), athletes(Kovac, 1998), art students (Rump, 1982), science students (McCormack, 1971, 1974), and engineering students (Clapham &Schuster, 1992).As might be expected, based on these wide-ranging applications, creativity training comes in many forms.The majority of creativity training programs have been developed by researchers and practitioners on the basis of creativity theories or models of divergent thinking, productive thinking, or creative prob lem solving. One important characteristic of these training programs is that they aim to improve indi vidual creativity in different constructs or dimensions identified in creativity instruments such as TT CT. Theory-driven creativity training can be categorized into four categories as enhancing: 1) creati ve personality, 2) cognitive factors, 3) a combination of personality and cognitive abilities, and 4) mo tivation to be creative.Detailed factors concern ing one’s creative ability in a training course can be found in NATURE OR NURTURE_CAN PSYCHOMETRIC TOOLS HELP TO FOSTER CREATIVITY IN OR GANIZATIONS page 17.In addition to training people’s creative personality or creative cognitive style/skill, researchers also t ried to combine those dimensions separately and come up with a unified scale (e.g., Runco, 1992; W oodman & Schoenfeldt, 1989)3.2 Most widely known programMany training program is now available to the public, yet, some of the most widely used method can still be identified.one of the most famous “general” creativity training might be the Osborn‐Parnes Creative Problem-Solving Program (CPS) as described by Parnes et al (1977). The CPS has been developed o ver past three decades at the State College of New York, Buffalo, in cooperation with the Creativity Education Foundation. The CPS program, based upon a five-step model of creative problem solving process (i.e., fact finding, problem finding, idea finding, solution finding, and action finding), provid es participants with lectures and exercises which can potentially enhance participants’ creative thinki ng process, creative problem solving skills, and develop positive attitudes toward creativity problem solving in participants’ both work and non‐work life.One pdf file is included to explain this program.Another famous training program is the Purdue Creative Thinking Program, which is fully discussed in the following article.The Purdue creative thinking program: Research and evaluationAuthor: John F. Feldhusen, Stuart M. Speedie, Donald J. Treffinger,Article first published online: 12 FEB 2007DOI: 10.1002/pfi.4180100304。
Does creativity have a place in classroom discussions
Thinking Skills and Creativity 2(2007)1–9Does creativity have a place in classroom discussions?Prospective teachers’response preferencesRonald A.BeghettoCollege of Education,5277University of Oregon,Eugene,OR 97403-5277,United StatesReceived 21May 2006;received in revised form 23August 2006;accepted 13September 2006Available online 27October 2006AbstractThe purpose of this study was to examine prospective middle and secondary teachers’preferences for unique versus relevant student responses during classroom discussions.Results indicate that,on average,prospective teachers (N =70)preferred relevance to uniqueness in student responses.In addition,results of regression analysis indicate that prospective teachers’preference for unique responses varied as a function of grade level and academic subject area.Finally,analysis of written explanations revealed nuanced reasons for prospective teachers’preferences ranging from viewing unique responses as potentially distracting to viewing any response as acceptable because of a desire to encourage student participation.Implications for future research and teacher education are discussed.©2006Elsevier Ltd.All rights reserved.Keywords:Creativity;Teaching for creativity;Teacher development1.IntroductionCreative thinking is a key competency for the 21st century.Indeed,creativity has been viewed as the ultimate economic resource (Florida,2004)and as essential for addressing complex individual and societal issues (Plucker,Beghetto,&Dow,2004;Runco,2004a ).Creativity involves the ability to offer new perspectives,generate novel and meaningful ideas,raise new questions,and come up with solutions to ill-defined problems (Sternberg &Lubart,1999).Classroom discussions provide an ideal forum for students to develop their creative thinking skills.Indeed,teachers can support students’creative thinking by encouraging and rewarding students’novel ideas,unique perspectives,and creative connections (Sternberg &Grigorenko,2004).For instance,during a discussion of how to use the school library to gather research for a science project,a teacher could actively pursue rather than dismiss a student’s speculation that school libraries will be obsolete 10years from now.Similarly,a teacher might attempt to cultivate,rather than quickly refocus,a conversation amongst students regarding an unexpected connection made between an historical event and the theme of a highly popular,futuristic video game.Unfortunately,in many classroom discussions,novel ideas are not always well received.Indeed,because novel ideas are unanticipated ideas,such ideas often are dismissed by teachers.For instance,Kennedy (2005)found in her observations of classroom discussions that teachers “habitually”dismissed unexpected student comments and ideas.The habitual dismissal of unique ideas spells trouble for the cultivation of creative thinking.E-mail address:beghetto@ .1871-1871/$–see front matter ©2006Elsevier Ltd.All rights reserved.doi:10.1016/j.tsc.2006.09.0022R.A.Beghetto/Thinking Skills and Creativity2(2007)1–9Although creativity requires a combination of uniqueness and relevance(Amabile,1996;Plucker et al.,2004), too much emphasis on relevance can be problematic.For instance,Runco(2004b)has argued that students’creative potential might go unnoticed if too much emphasis is placed on whether unique ideas have immediate relevance. Of course,this does not mean that students should never be taught how to balance originality with relevance and appropriateness.Indeed,a key aspect of creativity enhancement involves providing students with informative feedback so they can develop their capacity to determine how and when to appropriately express their ideas(Beghetto,2005, in press).However,if teachers place too much emphasis on relevance—stressing the importance of demonstrating one’s competence and avoiding mistakes—students may be too fearful to share novel ideas.As Nickerson(1999)has observed:Timidity is not conducive to creativity.Fear is...a major reason why children hesitate to express their ideas, especially perhaps unconventional ones...Fear of failure,fear of exposing one’s limitations,and fear of ridicule are powerful deterrents to creative thinking(pp.413–414).Students’fear of exposing their limitations may be exacerbated or allayed depending on whether they view classroom discussions as viable opportunities for taking the intellectual risks necessary for creative expression.As such,teachers must take active steps to establish a classroom environment in which students feel safe taking such risks(Tighe, Picariello,&Amabile,2003).This starts with teachers themselves being accepting of unique student responses,even if those responses are only somewhat relevant to the conversation.Research is needed that examines teachers’preference for the kinds of ideas shared during classroom discussions. Perhaps the best time to examine such preferences is when prospective teachers are enrolled in teacher preparation programs.In this way,problematic beliefs can be identified and addressed and adaptive beliefs and practices can be reinforced and supported.As such,the aim of the present study was to examine prospective teachers’preferences for novel and relevant student comments during classroom discussions.2.Research questionsThe following research questions guided the investigation:Do prospective middle and secondary teachers prefer student responses that are predominantly relevant or predominantly unique during classroom discussions?Do prospec-tive teachers’characteristics(i.e.,gender,grade level,academic subject area)account for variations in their response preferences during classroom discussions?What types of explanations do prospective teachers offer for their response preferences?3.Method3.1.ParticipantsParticipants consisted of70prospective middle(6th–8th grade)and secondary(9th–12th grade)teachers who were enrolled in a graduate seminar on learning and assessment at a mid-size University in the Pacific Northwest.The majority of the sample was female(63%),Caucasian(91%)and intending to teach at the secondary level(51%). Participants identified themselves as intending to teaching in one offive academic subjects:science(15.7%),math (18.6%),social studies(25.7%),language arts(24.3%),or second language(15.7%).3.2.Instruments and proceduresData were collected from two on-line surveys1designed to elicit characteristics of and beliefs held by prospective teachers.Students received course credit for completing both surveys.Thefirst instrument included open-ended and selected response items aimed at gathering demographic and background information about prospective teachers. Four items on thefirst survey asked prospective teachers to report their gender,ethnicity,desired grade level to teach1The surveys served as pre-assessments of topics to be covered later in the course and therefore included items beyond the scope of the present study(e.g.,beliefs about learning,assessment,and student motivation).R.A.Beghetto/Thinking Skills and Creativity2(2007)1–93 Table1Descriptive statistics for items and scalesVariable M S.D.(1)Uniqueness preference score(α=.72) 3.24.72 Unique,but not relevant for the given conversation 2.99.94 Unique and somewhat relevant for the given conversation 3.71.76 Somewhat unique but not relevant for the given conversation 3.00.97 (2)Relevance preference score(α=.67) 3.63.64 Relevant for the given conversation and somewhat unique 4.23.77 Relevant for the given conversation,but not unique 3.54.77 Somewhat relevant for the given conversation but not unique 3.13.93 Note.N=70.(middle2or secondary),and primary academic subject that they intend to teach(e.g.,math,science,language arts, etc.).The second survey(consisting of open-ended and Likert-type items)was administered midway through the ten week course.Items on this survey focused on eliciting prospective teachers’perceptions about their current and future use of classroom discussions as an instructional strategy.Participants were instructed to rate how ideal particular types of student responses were during a typical classroom discussion in their academic content area.Participants completed a series of Likert-type items ranging from1(not at all ideal)to5(extremely ideal)that measured their general preferences for unique versus relevant student responses.Two scales were created to reflect participants’preferences for uniqueness and relevance.Scales were created from prospective teachers’mean ratings on six items measuring their responses preferences.Specifically,a uniqueness score was derived from the mean ratings on three items that represented predominantly unique responses(α=0.72).The three items from that scale were“Unique but not relevant for the given conversation,”“Unique and somewhat relevant for the given conversation,”and“Somewhat unique but not relevant for the given conversation.”The relevance score consisted of mean ratings on three items reflecting predominantly relevant responses(α=0.67).The three items from the relevance scale were“Relevant for the given conversation,but not unique,”“Relevant for the given conversation and somewhat unique,”and“Somewhat relevant for the given conversation but not unique.”Descriptive statistics for the items used in the study are presented in Table1.Participants were also presented with an opportunity to explain their ratings for each item by completing an optional text box.Approximately two thirds of respondents provided at least one written explanation for their uniqueness ratings (n=46,66%)or their relevance ratings(n=43,61%).The average written response rate,across the six items,was 55%.4.Results4.1.Overall preferenceProspective teachers’overall response preference was examined using a paired sample t-test.Cohen’s d was cal-culated to measure the effect size for between group comparisons.Results indicate that the prospective teachers had a significantly greater preference for relevance in student responses(M=3.63,S.D.=.64)as compared to uniqueness (M=3.24,S.D.=.72),paired-sample t(69)=4.69,p<.001,d=.57.4.2.Prospective teachers’characteristics and response preferencesMultiple regression analysis was used to examine the relationship between prospective teachers’characteristics and their uniqueness and relevance preference scores.Characteristics included dummy-coded variables representing2The middle level category included prospective teachers who indicated a preference for only the middle grades(6th–8th)as well as prospective teachers who had had not yet decided(n=10,14%).Those who had not yet decided were classified into the middle level because they had not ruled out that particular grade level.4R.A.Beghetto/Thinking Skills and Creativity2(2007)1–9Table2Summary of regression analyses predicting response preferencesVariable Uniqueness RelevanceB SE BßR2p B SE BßR2pCharacteristics.24.01.08.47 Science.60.27.31.03.15.27.09.57 Social studies.93.24.57.00.23.24.16.34 Language arts.72.25.43.01−.07.25−.05.76 Second language.78.27.40.01−.09.27−.05.74 Gender−.14.18−.09.43.00.17.00.99 Grade level−.35.16−.24.03−.25.16−.19.12Note.Teacher characteristics were dummy coded:subject area(0=math and math served as the comparison for the remaining four subject areas), gender(0=male,1=female),and grade level(0=middle/undecided,1=secondary).the various academic subject areas(math was coded0and served as the comparison for the remaining four subject areas),gender(0=male,1=female),and grade level(0=middle/undecided,1=secondary).Results of the analyses are presented in Table2.As displayed in Table2,results indicate that prospective teachers’characteristics explained a significant amount of the variance(24%)in the uniqueness preference score,F(6,63)=3.35,p=.006;but not in the relevance preference score,F(6,63)=.940,p=.473.With respect to the uniqueness preference score,findings indicate that prospective teachers who planed to teach math or teach at the secondary level were significantly less likely to value uniqueness in student responses during classroom discussions.4.3.Analysis of written explanationsIn an effort to examine potential differences in explanatory comments between prospective teachers who held higher versus lower preference for uniqueness and relevance,their preference scores were classified into high and low groups(using the percentile rank function in SPSS13).Specifically,participants with uniqueness scores in the top50th percentile were classified into the high uniqueness group(n=42,M=3.71,S.D.=.41)and those with scores in the bottom50th percentile were classified into the low uniqueness group(n=28,M=2.54,S.D.=.45).Similarly, participants with relevance scores in the top50th percentile were classified into the high relevance group(n=40, M=4.08,S.D.=.41)and those in the bottom50th percentile were classified into low relevance group(n=30,M=3.04, S.D.=.36).Next,explanations offered by prospective teachers were examined and coded.Codes were developed,using a method of constant comparison(Strauss&Corbin,1998),from prospective teachers’explanations of their uniqueness preference ratings and relevance preference ratings.Coding labels represented“in-vivo”(Strauss&Corbin,1998)descriptors found in the written explanations offered by respondents.A graduate student(trained in the coding procedure)served as a second rater.A coding guide was developed and refined through an iterative process of independent coding and discussion of discrepancies.Consensus estimates(CE)of inter-rater reliability were calculated(using procedures described by Stemler,2004)and yielded acceptable levels of consensus (>.70)between raters on the classification of prospective teachers’explanations for their uniqueness preferences (CE=.93)and relevance preferences(CE=.86).Four codes were used to classify prospective teachers’explanations for their uniqueness preferences.Those four codes were:potential distraction(e.g.,explanations that characterized unique responses as intentionally distracting, taking discussions off-topic,lacking merit,or something to be pursued at a later time);worth pursuing(e.g.,explanations that characterized unique responses as demonstrating deeper levels of thinking,taking conversations to a higher level, or capable of being expanded on by the teacher);value participation(e.g.,explanations that characterized unique responses as welcome because of a desire to encourage and reinforce students’participation in discussions);and other (e.g.,an unintelligible explanation that was difficult to categorize in one of the three previous groups).Four codes were also used to classify prospective teachers’explanations for their preference ratings of relevant comments.Those four codes were:Lacking depth or independent thought(e.g.,explanations that characterized relevant responses as undesirable because they lacked uniqueness,depth of thought,creativity,or independent thinking);good starting point(e.g.,explanations that characterized relevant responses as a welcomed or expected starting point forR.A.Beghetto/Thinking Skills and Creativity2(2007)1–95 Table3Example explanations and frequency distribution of coding categoriesCoding category Example explanationsUnique responsesPotential distraction “Comments of this type may be intended to distract from the discussion”(M10)“I would probably like to stay on topic,but maybe it would be something we could pursue at a later time”(S05)“I do notfind too much merit in these types of comments”(M03)Worth pursuing “Well,Social Studies encompasses so many different facets of learning and discussion,if a student can give a unique response,the discussion can take various tangents that may not be completely related to the topic but itshows they are thinking”(SS14)“I’d say some of those comments can be extremely important.They can push discussions to new levels ofthinking and debate.I think without those types of comments,conversations stay on a very surface level”(SS16) Value participation “I value participation,and I think that an engaging discussion often leads to off-topic,yet still valuablecontributions”(SL10)“I value all of my students’comments and questions,even if they are off-topic or not relevant”(LA16) Relevant responsesLacking depth or independent thought “I am glad they can relate the information,but I would like to have the students begin to think for themselves”(M02)“These ideas could be conveyed just as easily through a worksheet.I am looking for creativity in a discussion.”(SS07)Good starting point “At least I know they are on track with the lesson”(S05)“Someone has to say the obvious”(M12)“I think that’s a starting point for many students,and their decision to contribute is extremely valuable,even ifit is not‘original’to me.I’m content with this place for students,but I would hope that they would pushthemselves further”(LA17)Value participation “Students need to feel comfortable making all sorts of responses...It doesn’t matter that the response is not unique...”(S11)“Active participation is key.While unique responses are ideal,I feel that students know they can share ideas oropinions even if they are not particularly unique”(Sl10)Coding category Uniqueness preference(%)Relevance preference(%)Grade level(%)Academic subject(%)Low (n=19)High(n=27)Low(n=21)High(n=22)Mid.(n=22)Sec.(n=24)Math(n=8)Other(n=38)Unique responsePotential distraction74(14)–––18(4)42(10)63(5)24(9) Worth pursuing11(2)52(14)––46(10)25(6)–42(16) Value participation–44(12)––23(5)29(7)25(2)26(10) Other16(3)4(1)––14(3)4(1)13(1)8(3) Relevant responseLacking depth––52(11)5(1)––––Good starting point––33(7)59(13)––––Value participation–––36(8)––––Other––14(3)–––––students);value participation(e.g.,explanations that stressed the importance of welcoming or encouraging students’participation even if the contribution was not unique or novel);other(e.g.,an unintelligible explanation that was difficult to categorize in one of the three previous groups).Codes,frequency distributions,and example explanations are presented in Table3.4.3.1.Distribution of frequency of codesAs presented in Table3,results indicate that prospective teachers who held a lower preference for uniqueness most frequently viewed such responses as“potential distractions.”Conversely,prospective teachers who held a higher preference for uniqueness most frequently viewed uniqueness as“worth pursuing.”Prospective teachers who held a higher preference for relevance most frequently viewed such responses as a“good starting point”whereas those who held a lower preference for relevance most frequently viewed such responses as“lacking depth or independent thought.”6R.A.Beghetto/Thinking Skills and Creativity2(2007)1–9Finally,with respect to subject area,prospective math teachers most frequently viewed unique responses as a “potential distraction”whereas prospective teachers representing other subject areas most frequently viewed such responses as“worth pursuing.”A similar pattern was found between prospective middle and secondary teachers,with prospective secondary teachers most frequently viewing unique responses as“potential distractions”and prospective middle level teachers viewing such responses as“worth pursuing.”5.DiscussionThe purpose of the present study was to explore prospective teachers’response preferences during classroom discussions.On the one hand,findings from the present study provide support for the numerous reports that teachers typically view novel(or otherwise unexpected)responses as disruptive(Aljughaiman&Mowrer-Reynolds,2005; Westby&Dawson,1995).Indeed,findings of the present study suggest that prospective teachers generally preferred relevance over uniqueness in students’responses during classroom discussions.Moreover,analysis of prospective teachers’written explanations revealed that those who held a lower preference for uniqueness most frequently viewed such responses as potential distractions.On the other hand,results of the present study go beyond previous research by providing new insights into prospective teachers’responses preferences.Specifically,results of analyzing written explanations highlighted various reasons for prospective teachers’preferences,including:believing that relevant responses were a good starting point,welcoming any responses because of a desire to promote student participation,and viewing novel responses as worth pursuing but also worrying that such response might take discussions off-topic.In addition,results of regression analysis revealed that prospective teachers’preference for uniqueness varied as a function of grade level and subject area.Thesefindings are discussed in the sections that follow.5.1.Themes and nuances in response preferencesAnalysis of written explanations highlighted common themes and subtle nuances in prospective teachers’response preferences.For instance,although there were prospective teachers who clearly preferred relevant responses because they believed unique responses were little more than intentional distractions(e.g.,“Comments of this type may be intended to distract from the discussion”M10),there were others who placed high value on relevance not because they devalued novelty,but because they viewed relevance as a necessary starting point.For instance,a prospective language arts teacher explained:While I want to hear students pushing themselves to make unique additions to the class conversation,the preliminary steps to that are often making somewhat relevant though not unique comments.(LA06).Some prospective teachers explained that encouraging and reinforcing participation was their primary reason for welcoming relevant or novel student responses.For instance,a prospective second languages teacher with a high preference for relevance explained,“any contribution is welcomed...active participation is key”SL10).Similarly,a prospective language arts teacher with a high preference for uniqueness,explained:“If a student can bring up something unique but not relevant I still commend them for their participation.Obviously they are attempting to engage me and other students.They are attempting at making a contribution”(LA10).Other prospective teachers explained that they wanted students to go beyond providing expected responses dur-ing classroom discussions,because they were looking for deeper levels of thinking,originality,and independent thought from their students.For example,a prospective social studies teacher with a lower preference for relevance explained:I would rather that students come up with their own ideas,even if they were less relevant.That way I couldtell that they were at least engaging in some sort of thought process and not regurgitating something they heard earlier(SS01).Analysis of written explanations also revealed that some prospective teachers held a desire to encourage unique student responses and,at the same time,felt concerned that such responses may go beyond reason or be used to intentionally take a discussion off-topic.For instance,a prospective social studies teacher explained that although he valued uniqueness because“tangents allow students to deepen their understanding and learning”he also stressed thatR.A.Beghetto/Thinking Skills and Creativity2(2007)1–97 such tangents must be kept“within reason”(SS15).Similarly,a prospective language arts teacher who highly valued uniqueness harbored concerns about students using unique comments to take her off-task:As a new teacher,I fear getting manipulated to get‘off task’but I think when students feel comfortable enough to offer their thoughts,even if they seem way off target,this can give me a valuable insight to what they are getting out of the lesson(LA11).Taken together,thesefindings illustrate that although the results of the present study parallel previous research by suggesting prospective teachers generally favor relevance over uniqueness and,in turn,are more likely to view unique responses as potentially disruptive,subtle and nuanced variations exist within prospective teachers’responses preferences.5.2.Grade level and subject area variationsThefindings of the present study also highlight potentially important grade level and subject area variations in prospective teachers’preferences for uniqueness.Specifically,results of regression analysis indicate prospective teach-ers’preference for unique student responses varied as a function of subject area(lower for prospective math teachers) and grade level(lower for prospective secondary teachers).Moreover,analysis of written explanations revealed that prospective math teachers and prospective secondary teachers most frequently viewed unique student responses as potential distractions,whereas prospective teachers of other subject areas and prospective middle level teachers typi-cally viewed unique responses as worth pursuing.Findings from the analysis of written explanations suggest that grade level and subject area difference may have stemmed from prospective teachers’perceptions of their pedagogical skills and the perceived constraints of their curriculum.For instance,explanations offered by prospective middle level teachers and those who intended to teach subjects other than mathematics suggest that they viewed unique responses as“worth pursuing”because they believed, as long as they had enough skill andflexibility,they could explore and expand upon unique responses.For instance, a prospective science teacher explained,“A unique comment is usually appreciated in science class.Most everything can be manipulated into a science learning moment if a teacher is quick on his/her feet”(S09).Similarly,a prospective middle level social studies teacher explained,“I applaud original ideas.I would hope to beflexible enough to explore their comment”(SS06).Conversely,analysis of written explanations offered by prospective math and secondary teachers suggest that they viewed unique responses as potentially disruptive because they felt there was little room for“going off track”in their curriculum.For instance,a prospective math teacher explained,“In math staying focused on the problem at hand is very important”(M08).Similarly a secondary language arts teacher explained that even though there may be potential value in going off-track to pursue tangents,the purpose of class discussions was to stay focused and build toward something:Going off track into tangents can sometimes be valuable,but a goal of discussions in language arts classrooms is often to learn to build on each other’s responses to work towards something.”(LA02).It is not surprising that some prospective teachers expressed concerns that pursuing unique student responses might take discussions off-topic.Indeed,in some cases,such concerns may be justified.For instance,as one prospective second language teacher explained:While,I always would like my students to share what is on their mind,there have been occasions in which a student has made random comments which were not in the least bit relevant.I acknowledged their comment;however,we began to get off-track because of it(SL02).In many other instances,however,dismissing novel ideas is problematic.As Kennedy(2005)has explained,“The problem with dismissals is self-evident...they give students a clear message that some ideas won’t be talked about, even if they seem relevant and important to students.Dismissals clearly discourage students from investing intellectual energy in their learning”(p.120).Given that creative expression requires a classroom environment in which teachers encourage and model creative thinking(Sternberg&Grigorenko,2004),a general belief that unique ideas should be dismissed is highly problematic. For example,consider the prospective math teacher who views learning mathematics and creative thinking as antithet-。
什么是创造力Creativity
CreativityCreativity is a phenomenon whereby something new and somehow valuable is formed, such as an idea, a scientific theory, an invention, a literary work, a painting, a musical composition, a joke, etc.Scholarly interest in creativity involves many definitions and concepts pertaining to a number of disciplines: psychology, cognitive science, education, philosophy (particularly philosophy of science), technology, theology, sociology, linguistics, business studies, songwriting, and economics, covering the relations between creativity and general intelligence, mental and neurological processes, personality type and creative ability, creativity and mental health; the potential for fostering creativity through education and training, especially as augmented by technology; and the application of creative resources to improve the effectiveness of teaching and learning.Contents [hide]1 Definition2 Aspects3 Etymology4 History of the concept4.1 Ancient views4.2 The Enlightenment and after4.3 Twentieth century to the present day4.4 "Four C" model5 Theories of creative processes5.1 Incubation5.2 Convergent and divergent thinking5.3 Creative cognition approach5.4 The Explicit–Implicit Interaction (EII) theory5.5 Conceptual blending5.6 Honing theory5.7 Everyday imaginative thought6 Measuring6.1 Creativity quotient6.2 Psychometric approach6.3 Social-personality approach7 Intelligence8 Neurobiology8.1 Working memory and the cerebellum8.2 REM sleep9 Affect9.1 Positive affect relations10 Formal theory11 Mental health12 Some types of creativity according to R.J. Sternberg13 In various contexts13.1 Creativity profiles13.2 In diverse cultures13.3 In art and literature13.4 Psychological examples from science and mathematics13.5 Creative industries and services13.6 In other professions13.7 In organizations13.8 Economic views of creativity13.9 Social network view of creativity14 Fostering creativity15 Understanding and enhancing the creative process with new technologies16 Social attitudes17 See also18 Notes19 References20 Further reading21 External linksDefinition[edit]In a summary of scientific research into creativity, Michael Mumford suggested: "Over the course of the last decade, however, we seem to have reached a general agreement that creativity involves the production of novel, useful products" (Mumford, 2003, p. 110).[1] Creativity can also be defined "as the process of producing something that is both original and worthwhile" or "characterized by originality and expressiveness and imaginative".[2] What is produced can come in many forms and is not specifically singled out in a subject or area. Authors have diverged dramatically in their precise definitions beyond these general commonalities: Peter Meusburger reckons that over a hundred different analyses can be found in the literature.[3]Aspects[edit]Theories of creativity (particularly investigation of why some people are more creative than others) have focused on a variety of aspects. The dominant factors are usually identified as "the four Ps" — process, product, person and place (according to Mel Rhodes).[4] A focus on process is shown in cognitive approaches that try to describe thought mechanisms and techniques for creative thinking. Theories invoking divergent rather than convergent thinking (such as Guilford), or those describing the staging of the creative process (such as Wallas) are primarily theories of creative process. A focus on creative product usually appears in attempts to measure creativity (psychometrics, see below) and in creative ideas framed as successful memes.[5] The psychometricapproach to creativity reveals that it also involves the ability to produce more.[6] A focus on the nature of the creative person considers more general intellectual habits, such as openness, levels of ideation, autonomy, expertise, exploratory behavior and so on. A focus on place considers the circumstances in which creativity flourishes, such as degrees of autonomy, access to resources and the nature of gatekeepers. Creative lifestyles are characterized by nonconforming attitudes and behaviors as well as flexibility.[6]Etymology[edit]The lexeme in the English word creativity comes from the Latin term creō "to create, make": its derivational suffixes also come from Latin. The word "create" appeared in English as early as the 14th century, notably in Chaucer, to indicate divine creation[7] (in The Parson's Tale[8]). However, its modern meaning as an act of human creation did not emerge until after the Enlightenment.[7]History of the concept[edit]Main article: History of the concept of creativityGreek philosophers like Plato rejected the concept of creativity, preferring to see art as a form of discovery. Asked in The Republic, "Will we say, of a painter, that he makes something?", Plato answers, "Certainly not, he merely imitates."[9]Ancient views[edit]Most ancient cultures, including thinkers of Ancient Greece,[9] Ancient China, and Ancient India,[10] lacked the concept of creativity, seeing art as a form of discovery and not creation. The ancient Greeks had no terms corresponding to "to create" or "creator" except for the expression "poiein" ("to make"), which only applied to poiesis (poetry) and to the poietes (poet, or "maker") who made it. Plato did not believe in art as a form of creation. Asked in The Republic,[11] "Will we say, of a painter, that he makes something?", he answers, "Certainly not, he merely imitates."[9]It is commonly argued that the notion of "creativity" originated in Western culture through Christianity, as a matter of divine inspiration.[7] According to the historian Daniel J. Boorstin, "the early Western conception of creativity was the Biblical story of creation given in the Genesis."[12] However, this is not creativity in the modern sense, which did not arise until the Renaissance. In the Judaeo-Christian tradition, creativity was the sole province of God; humans were not considered to have the ability to create something new except as an expression of God's work.[13] A concept similar to that of Christianity existed in Greek culture, for instance, Muses were seen as mediating inspiration from the Gods.[14] Romans and Greeks invoked the concept of an external creative "daemon" (Greek) or "genius" (Latin), linked to the sacred or the divine. However, none of these views are similar to the modern concept of creativity,and the individual was not seen as the cause of creation until the Renaissance.[15] It was during the Renaissance that creativity was first seen, not as a conduit for the divine, but from the abilities of "great men".[15]The Enlightenment and after[edit]The rejection of creativity in favor of discovery and the belief that individual creation was a conduit of the divine would dominate the West probably until the Renaissance and even later.[13] The development of the modern concept of creativity begins in the Renaissance, when creation began to be perceived as having originated from the abilities of the individual, and not God. However, this shift was gradual and would not become immediately apparent until the Enlightenment.[15] By the 18th century and the Age of Enlightenment, mention of creativity (notably in art theory), linked with the concept of imagination, became more frequent.[16] In the writing of Thomas Hobbes, imagination became a key element of human cognition;[7] William Duff was one of the first to identify imagination as a quality of genius, typifying the separation being made between talent (productive, but breaking no new ground) and genius.[14]As a direct and independent topic of study, creativity effectively received no attention until the 19th century.[14] Runco and Albert argue that creativity as the subject of proper study began seriously to emerge in the late 19th century with the increased interest in individual differences inspired by the arrival of Darwinism. In particular they refer to the work of Francis Galton, who through his eugenicist outlook took a keen interest in the heritability of intelligence, with creativity taken as an aspect of genius.[7]In the late 19th and early 20th centuries, leading mathematicians and scientists such as Hermann von Helmholtz (1896) and Henri Poincaré (1908) began to reflect on and publicly discuss their creative processes.Twentieth century to the present day[edit]The insights of Poincaré and von Helmholtz were built on in early accounts of the creative process by pioneering theorists such as Graham Wallas[17] and Max Wertheimer. In his work Art of Thought, published in 1926, Wallas presented one of the first models of the creative process. In the Wallas stage model, creative insights and illuminations may be explained by a process consisting of 5 stages:(i) preparation (preparatory work on a problem that focuses the individual's mind on the problem and explores the problem's dimensions),(ii) incubation (where the problem is internalized into the unconscious mind and nothing appears externally to be happening),(iii) intimation (the creative person gets a "feeling" that a solution is on its way), (iv) illumination or insight (where the creative idea bursts forth from itspreconscious processing into conscious awareness);(v) verification (where the idea is consciously verified, elaborated, and then applied).Wallas' model is often treated as four stages, with "intimation" seen as a sub-stage.Wallas considered creativity to be a legacy of the evolutionary process, which allowed humans to quickly adapt to rapidly changing environments. Simonton[18] provides an updated perspective on this view in his book, Origins of genius: Darwinian perspectives on creativity.In 1927, Alfred North Whitehead gave the Gifford Lectures at the University of Edinburgh, later published as Process and Reality.[19] He is credited with having coined the term "creativity" to serve as the ultimate category of his metaphysical scheme: "Whitehead actually coined the term – our term, still the preferred currency of exchange among literature, science, and the arts. . . a term that quickly became so popular, so omnipresent, that its invention within living memory, and by Alfred North Whitehead of all people, quickly became occluded".[20]The formal psychometric measurement of creativity, from the standpoint of orthodox psychological literature, is usually considered to have begun with J. P. Guilford's 1950 address to the American Psychological Association, which helped popularize the topic[21] and focus attention on a scientific approach to conceptualizing creativity. (It should be noted that the London School of Psychology had instigated psychometric studies of creativity as early as 1927 with the work of H. L. Hargreaves into the Faculty of Imagination,[22] but it did not have the same impact.) Statistical analysis led to the recognition of creativity (as measured) as a separate aspect of human cognition to IQ-type intelligence, into which it had previously been subsumed. Guilford's work suggested that above a threshold level of IQ, the relationship between creativity and classically measured intelligence broke down.[23]"Four C" model[edit]James C. Kaufman and Beghetto introduced a "four C" model of creativity; mini-c ("transformative learning" involving "personally meaningful interpretations of experiences, actions and insights"), little-c (everyday problem solving and creative expression), Pro-C (exhibited by people who are professionally or vocationally creative though not necessarily eminent) and Big-C (creativity considered great in the given field). This model was intended to help accommodate models and theories of creativity that stressed competence as an essential component and the historical transformation of a creative domain as the highest mark of creativity. It also, the authors argued, made a useful framework for analyzing creative processes in individuals.[24]The contrast of terms "Big C" and "Little c" has been widely used. Kozbelt, Beghetto and Runco use a little-c/Big-C model to review major theories of creativity [23] Margaret Boden distinguishes between h-creativity (historical) and p-creativity (personal).[25]Robinson[26] and Anna Craft[27] have focused on creativity in a general population, particularly with respect to education. Craft makes a similar distinction between "high" and "little c" creativity.[27] and cites Ken Robinson as referring to "high" and "democratic" creativity. Mihály Csíkszentmihályi[28] has defined creativity in terms of those individuals judged to have made significant creative, perhaps domain-changing contributions. Simonton has analysed the career trajectories of eminent creative people in order to map patterns and predictors of creative productivity.[29]Theories of creative processes[edit]There has been much empirical study in psychology and cognitive science of the processes through which creativity occurs. Interpretation of the results of these studies has led to several possible explanations of the sources and methods of creativity.Incubation[edit]Incubation is a temporary break from creative problem solving that can result in insight.[30] There has been some empirical research looking at whether, as the concept of "incubation" in Wallas' model implies, a period of interruption or rest from a problem may aid creative problem-solving. Ward[31] lists various hypotheses that have been advanced to explain why incubation may aid creative problem-solving, and notes how some empirical evidence is consistent with the hypothesis that incubation aids creative problem-solving in that it enables "forgetting" of misleading clues. Absence of incubation may lead the problem solver to become fixated on inappropriate strategies of solving the problem.[32] This work disputes the earlier hypothesis that creative solutions to problems arise mysteriously from the unconscious mind while the conscious mind is occupied on other tasks.[33]Convergent and divergent thinking[edit]J. P. Guilford[34] drew a distinction between convergent and divergent production (commonly renamed convergent and divergent thinking). Convergent thinking involves aiming for a single, correct solution to a problem, whereas divergent thinking involves creative generation of multiple answers to a set problem. Divergent thinking is sometimes used as a synonym for creativity in psychology literature. Other researchers have occasionally used the terms flexible thinking or fluid intelligence, which are roughly similar to (but not synonymous with) creativity.[citation needed]Creative cognition approach[edit]In 1992, Finke et al. proposed the "Geneplore" model, in which creativity takes place in two phases: a generative phase, where an individual constructs mental representations called preinventive structures, and an exploratory phase where those structures are used to come up with creative ideas. Some evidence shows that when people use their imagination to develop new ideas, those ideas are heavily structured in predictable ways by the properties of existing categories and concepts.[35] Weisberg[36] argued, by contrast, that creativity only involves ordinary cognitive processes yielding extraordinary results.The Explicit–Implicit Interaction (EII) theory[edit]Helie and Sun[37] recently proposed a unified framework for understanding creativity in problem solving, namely the Explicit–Implicit Interaction (EII) theory of creativity. This new theory constitutes an attempt at providing a more unified explanation of relevant phenomena (in part by reinterpreting/integrating various fragmentary existing theories of incubation and insight). The EII theory relies mainly on five basic principles, namely 1) The co-existence of and the difference between explicit and implicit knowledge; 2) The simultaneous involvement of implicit and explicit processes in most tasks; 3) The redundant representation of explicit and implicit knowledge; 4) The integration of the results of explicit and implicit processing; and 5) The iterative (and possibly bidirectional) processing. A computational implementation of the theory was developed based on the CLARION cognitive architecture and used to simulate relevant human data. This work represents an initial step in the development of process-based theories of creativity encompassing incubation, insight, and various other related phenomena.Conceptual blending[edit]Main article: Conceptual blendingIn The Act of Creation, Arthur Koestler introduced the concept of bisociation—that creativity arises as a result of the intersection of two quite different frames of reference.[38] This idea was later developed into conceptual blending. In the '90s, various approaches in cognitive science that dealt with metaphor, analogy and structure mapping have been converging, and a new integrative approach to the study of creativity in science, art and humor has emerged under the label conceptual blending.Honing theory[edit]Honing theory posits that creativity arises due to the self-organizing, self-mending nature of a worldview, and that it is by way of the creative process the individual hones (and re-hones) an integrated worldview. Honing theory places equal emphasis on the externally visible creative outcome and the internal cognitive restructuring brought about by the creative process. Indeedone factor that distinguishes it from other theories of creativity is that it focuses on not just restructuring as it pertains to the conception of the task, but as it pertains to the worldview as a whole. When faced with a creatively demanding task, there is an interaction between the conception of the task and the worldview. The conception of the task changes through interaction with the worldview, and the worldview changes through interaction with the task. This interaction is reiterated until the task is complete, at which point not only is the task conceived of differently, but the worldview is subtly or drastically transformed. Thus another distinguishing feature of honing theory is that the creative process reflects the natural tendency of a worldview to attempt to resolve dissonance and seek internal consistency amongst its components, whether they be ideas, attitudes, or bits of knowledge; it mends itself as does a body when it has been injured.Yet another central, distinguishing feature of honing theory is the notion of a potentiality state.[39] Honing theory posits that creative thought proceeds not by searching through and randomly ‘mutating’ predefined possibilities, but by drawing upon associations that exist due to overlap in the distributed neural cell assemblies that participate in the encoding of experiences in memory. Midway through the creative process one may have made associations between the current task and previous experiences, but not yet disambiguated which aspects of those previous experiences are relevant to the current task. Thus the creative idea may feel ‘half-baked’. It is at that point that it can be said to be in a potentiality state, because how it will actualize depends on the different internally or externally generated contexts it interacts with.Honing theory can account for many phenomena that are not readily explained by other theories of creativity. For example, creativity was commonly thought to be fostered by a supportive, nurturing, trustworthy environment conducive to self-actualization. However, research shows that creativity is actually associated with childhood adversity, which would stimulate honing. Honing theory also makes several predictions that differ from what would be predicted by other theories. For example, empirical support has been obtained using analogy problem solving experiments for the proposal that midway through the creative process one's mind is in a potentiality state. Other experiments show that different works by the same creator exhibit a recognizable style or 'voice', and that this same recognizable quality even comes through in different creative outlets. This is not predicted by theories of creativity that emphasize chance processes or the accumulation of expertise, but it is predicted by honing theory, according to which personal style reflects the creator's uniquely structured worldview. This theory has been developed by Liane Gabora.Everyday imaginative thought[edit]In everyday thought, people often spontaneously imagine alternatives to realitywhen they think "if only...".[40] Their counterfactual thinking is viewed as an example of everyday creative processes.[41] It has been proposed that the creation of counterfactual alternatives to reality depends on similar cognitive processes to rational thought.[42]Measuring[edit]Creativity quotient[edit]Several attempts have been made to develop a creativity quotient of an individual similar to the intelligence quotient (IQ), however these have been unsuccessful.[43]In Malcolm Gladwell's 2008 book Outliers: The Story of Success,[44] there is mentioning of a "divergence test". As opposed to "convergence tests", where a test taker is asked to sort through a list of possibilities and converge on the right answer, a divergence test requires one to use imagination and take one's mind in as many different directions as possible. "With a divergence test, obviously there isn't a single right answer. What the test giver is looking for are the number and uniqueness of your responses. And what the test is measuring isn't analytical intelligence but something profoundly different -- something much closer to creativity. Divergence tests are every bit as challenging as convergence tests."Psychometric approach[edit]J. P. Guilford's group,[34] which pioneered the modern psychometric study of creativity, constructed several tests to measure creativity in 1967:Plot Titles, where participants are given the plot of a story and asked to write original titles.Quick Responses is a word-association test scored for uncommonness.Figure Concepts, where participants were given simple drawings of objects and individuals and asked to find qualities or features that are common by two or more drawings; these were scored for uncommonness.Unusual Uses is finding unusual uses for common everyday objects such as bricks.Remote Associations, where participants are asked to find a word between two given words (e.g. Hand _____ Call)Remote Consequences, where participants are asked to generate a list of consequences of unexpected events (e.g. loss of gravity)Building on Guilford's work, Torrance[45] developed the Torrance Tests of Creative Thinking in 1966.[46] They involved simple tests of divergent thinking and other problem-solving skills, which were scored on:Fluency –The total number of interpretable, meaningful and relevant ideas generated in response to the stimulus.Originality – The statistical rarity of the responses among the test subjects. Elaboration – The amount of detail in the responses.The Creativity Achievement Questionnaire, a self-report test that measures creative achievement across 10 domains, was described in 2005 and shown to be reliable and valid when compared to other measures of creativity and to independent evaluation of creative output.[47]Such tests, sometimes called Divergent Thinking (DT) tests have been both supported[48] and criticized.[49]Considerable progress has been made in automated scoring of Divergent Thinking tests using semantic approach. When compared to human raters, NLP techniques were shown to be reliable and valid in scoring the originality (when compared to human raters).[50][51] The reported computer programs were able to achieve a correlation of 0.60 and 0.72 respectively to human graders.Semantic networks were also used to devise originality scores that yielded significant correlations with socio-personal measures.[52] Most recently, An NSF-funded[53] team of researchers led by James C. Kaufman and Mark A. Runco[54] combined expertise in creativity research, natural language processing, computational linguistics, and statistical data analysis to devise a scalable system for computerized automated testing (SparcIt Creativity Index Testing system). This system enabled automated scoring of DT tests that is reliable, objective, and scalable, thus addressing most of the issues of DT tests that had been found and reported.[49] The resultant computer system was able to achieve a correlation of 0.73 to human graders.[55]Social-personality approach[edit]Some researchers have taken a social-personality approach to the measurement of creativity. In these studies, personality traits such as independence of judgement, self-confidence, attraction to complexity, aesthetic orientation and risk-taking are used as measures of the creativity of individuals.[21] A meta-analysis by Gregory Feist showed that creative people tend to be "more open to new experiences, less conventional and less conscientious, more self-confident, self-accepting, driven, ambitious, dominant, hostile,and impulsive." Openness, conscientiousness, self-acceptance, hostility and impulsivity had the strongest effects of the traits listed.[56] Within the framework of the Big Five model of personality some consistent traits have emerged.[57] Openness to experience has been shown to be consistently related to a whole host of different assessments of creativity.[58] Among the other Big Five traits, research has demonstrated subtle differences between different domains of creativity. Compared to non-artists, artists tend to have higher levels of openness to experience and lower levels of conscientiousness, while scientists are more open to experience, conscientious, and higher in theconfidence-dominance facets of extraversion compared to non-scientists.[56]Intelligence[edit]There has been debate in the psychological literature about whether intelligence (as measured by IQ) and creativity are part of the same process (the conjoint hypothesis) or represent distinct mental processes (the disjoint hypothesis). Evidence from attempts to look at correlations between intelligence and creativity from the 1950s onwards, by authors such as Barron, Guilford or Wallach and Kogan, regularly suggested that correlations between these concepts were low enough to justify treating them as distinct concepts.[57]Some researchers believe that creativity is the outcome of the same cognitive processes as intelligence, and is only judged as creativity in terms of its consequences, i.e. when the outcome of cognitive processes happens to produce something novel, a view which Perkins has termed the "nothing special" hypothesis.[59]An often cited model is what has come to be known as "the threshold hypothesis," proposed by Ellis Paul Torrance, which holds that a high degree of intelligence appears to be a necessary but not sufficient condition for high creativity.[34] That is, while there is a positive correlation between creativity and intelligence, this correlation disappears for IQs above a threshold of around 120. Such a model has found acceptance by many researchers, although it has not gone unchallenged.[60] A study in 1962 by Getzels and Jackson among high school students concluded that high IQ and high creativity tend to be mutually exclusive with a majority of the highest scoring students being either highly creative or highly intelligent, but not both. While this explains the threshold, the exact interaction between creativity and IQ remains unexplained.[61] A 2005 meta-Analysis found only small correlations between IQ and creativity tests and did not support the threshold theory.[62]An alternative perspective, Renzulli's three-rings hypothesis, sees giftedness as based on both intelligence and creativity.Many experts have suggested a relationship between associative memory and creativity.[63][64][65]Neurobiology[edit]The neurobiology of creativity has been addressed[66] in the article "Creative Innovation: Possible Brain Mechanisms." The authors write that "creative innovation might require coactivation and communication between regions of the brain that ordinarily are not strongly connected." Highly creative people who excel at creative innovation tend to differ from others in three ways:。
小学上册第八次英语第1单元测验卷
小学上册英语第1单元测验卷英语试题一、综合题(本题有100小题，每小题1分，共100分.每小题不选、错误，均不给分)1.What is the chemical symbol for hydrogen?A. OB. HC. HeD. NB2.The cockatoo has a fluffy _____ crest.3. A __________ is a region characterized by specific features.4.My _____ (姐姐) is a great cook.5.Saturn has ______ moons.6.What type of animal is a goldfish?A. MammalB. BirdC. ReptileD. FishD Fish7.The boat is ___ (sailing) in the sea.8.What is 4 x 3?A. 10B. 11C. 12D. 13C9.I like to help my friends with their ______ (问题). It’s rewarding to support each other.10.What is the main gas we breathe?A. OxygenB. Carbon dioxideC. NitrogenD. Hydrogen11.I enjoy studying ______ (科学) to understand the world better.12. A __________ contains two or more elements chemically combined.13. A rainbow is formed by the refraction of _______.14.My favorite _____ is a bouncing ball.15.The _______ (The Byzantine Empire) preserved many aspects of ancient Greek culture.16.The soup is ______ and hot. (delicious)17.Every Sunday, I play board games with my _________ (家人).18.The burning of fossil fuels contributes to ________ change.19.I can ______ (利用) my creativity in projects.20.What is the name of the famous scientist known for his work on the laws of motion?A. Isaac NewtonB. Albert EinsteinC. Galileo GalileiD. Johannes KeplerA21.My sister has a collection of ____ (action figures).22.The __________ (历史的遗产) shapes our collective memory.23.Which word means "happy"?A. SadB. JoyfulC. AngryD. TiredB24.I like to play with my toy ________.25.I made a friendship card for my best ________ (朋友) using colored ________ (纸张).26.What do we call a sweet spread made from fruit?A. JamB. JellyC. MarmaladeD. All of the above27.What is the capital city of Nigeria?A. LagosB. AbujaC. KanoD. Ibadan28.The _____ (sky/ground) is blue.29.We need to water the _____ (植物) regularly.30.The process of evaporation occurs when a liquid turns into a ______.31.We are going to the ___. (zoo) this weekend.32.What is 15 7?A. 6B. 8C. 9D. 10B33.In winter, I like to build a ________ (雪人) in my yard.34.The ____ is a quiet creature that spends most of its time sleeping.35.We can ___ a fun day at the beach. (have)36.What do you call the distance around a circle?A. DiameterB. RadiusC. CircumferenceD. AreaC37.I saw a _____ (鸭子) swimming in the pond.38.What is the main source of energy for the Earth?A. MoonB. StarsC. SunD. PlantsC39.He has a ___ (new/old) bicycle.40.What is the capital city of Zimbabwe?A. HarareB. BulawayoC. GweruD. Mutare41.Plants need _______ to grow strong.42.What is the name of the famous American actor known for "The Shawshank Redemption"?A. Morgan FreemanB. Tim RobbinsC. Jack NicholsonD. Kevin SpaceyB43.The tiger is a powerful __________ (掠食者).44.We have a ______ (丰富的) menu at the cafeteria.45.What do you call a circular object that rolls?A. SphereB. CubeC. CylinderD. Wheel46.I enjoy learning about different ______ (文化) around the world.47.Which season comes after winter?A. FallB. SummerC. SpringD. RainyC48.My classmate is . (我的同班同学是。
小学上册第9次英语第1单元测验卷
小学上册英语第1单元测验卷英语试题一、综合题(本题有100小题，每小题1分，共100分.每小题不选、错误，均不给分)1.What is the name of the famous English playwright?A. Charles DickensB. J.K. RowlingC. William ShakespeareD. Jane AustenC2.Which animal is known as the king of the jungle?A. TigerB. LionC. BearD. ElephantB3. A __________ is formed when atoms share electrons.4. A supernova is an explosion of a dying _____.5.________ (植物资源评估) supports management decisions.6.Birds can _______ (飞) high in the sky.7.My favorite ice cream flavor is ______.8.What is the capital city of Greece?A. AthensB. RomeC. CairoD. Istanbul9.Many people enjoy growing ______ in their gardens. (许多人喜欢在花园里种植蔬菜。
)10.The ________ was a significant event in the history of labor movements.11.I feel excited when I go to the ________.12.The girl sings very ________.13.What is the process of water turning into vapor called?A. CondensationB. EvaporationC. PrecipitationD. FiltrationB14.What is the capital of Nigeria?A. LagosB. AbujaC. KanoD. Port Harcourt15.________ (观赏植物) are often used in landscaping.16.The cheetah can run very ______.17.What do we call the movement of people from one place to another?A. MigrationB. TravelC. CommuteD. JourneyA18.My dad enjoys going to the ____ (movies).19.My favorite toy is the one that makes me think. (玩具名称)20.What is the term for the amount of space an object occupies?A. WeightB. VolumeC. MassD. DensityB21.During my vacation, I would love to visit the famous ______. It is known for its stunning views and rich ______. I want to take lots of pictures and enjoy the ______. One of the things I’m most excited about is trying the local ______. I have hear22.I feel proud when I __________. This shows that I can achieve my goals. I work hard in school and always try my best in __________.23.What is the square root of 16?A. 2B. 4C. 6D. 8B24.The Earth's surface features are influenced by various natural and ______ factors.25. A __________ is a region that is very cold.26.The cat is _____ around the house. (running)27.The ______ (小鸡) is yellow and fluffy.28.How many bones are in the adult human body?A. 206B. 210C. 215D. 220A29.The chemical formula for potassium dichromate is _____.30.Martin Luther King Jr. was famous for his role in the _______ (Civil Rights Movement).31.Pumpkins grow on ______ (藤) plants.32.The duck swims on the _________. (湖)33.Which instrument has keys and is played by pressing them?A. GuitarB. DrumsC. PianoD. FluteC34.This ________ (玩具) is a gateway to adventure.35.My brother is ________ years old.36.What do we call a young otter?A. PupB. KitC. CalfD. ChickB Kit37.The Earth is about ______ billion years old.38. A _______ is used to measure the amount of current flowing in a circuit.39. A _______ can thrive in rocky soil.40.The ancient Greeks believed in _______. (神话)41.The __________ (历史的精神) lives on in our traditions.42.My sister loves to draw ______ (画). She uses many colors and is very ______ (有才华).43.The _______ is colorful and attracts many insects.44.What is the currency used in the United States?A. EuroB. YenC. DollarD. Pound45.What is the largest bird in the world?A. EagleB. OstrichC. PenguinD. AlbatrossB46.The __________ (历史的记忆方式) vary among cultures.47.In autumn, the nights become __________. (凉爽的)48.The __________ is a famous area known for its coffee production.49.What do you call a large animal that lives in the ocean?A. SharkB. WhaleC. DolphinD. All of the aboveD50.I like to create ________ (幻影) with shadows using a flashlight. It’s a fun________ (游戏).51.Which bird is known for its colorful feathers?A. SparrowB. PeacockC. EagleD. PenguinB52.What is the largest mammal in the ocean?A. SharkB. WhaleC. DolphinD. OctopusB53.The process of photosynthesis converts sunlight into _____ energy.54.She is a talented ___. (musician)55.What is the name of the famous ship that sank in 1912?A. TitanicB. BritannicC. LusitaniaD. Queen Mary56.The window is ___ (open/closed).57.The ocean is very _______ (广阔的).58.What do you call the process of turning off the lights at night?A. SleepB. RestC. Turn downD. BedtimeD59.What is the main ingredient in traditional pesto sauce?A. BasilB. ParsleyC. CilantroD. DillA60.The chemical formula for sodium nitrite is ______.61.I received a new _________ (遥控车) for my birthday. It is so _________ (快速的).62._____ (湿地) support diverse plant and animal life.63._____ (花卉设计) brings creativity to arrangements.64.What do we call the force that pulls objects toward the Earth?A. GravityB. MagnetismC. FrictionD. Electricity65.The _____ is the center of an atom, containing protons and neutrons.66.When playing with dolls, we sometimes have a ________ (茶会). It feels very________ (优雅).67.We have a ______ (精彩的) plan for the weekend.68.What type of tree produces acorns?A. PineB. OakC. MapleD. BirchB69.What do you need to write on a board?A. PenB. MarkerC. PencilD. Paint70.He _______ (总是) helps me with my homework.71.__________ are used in the preservation of food.72.I see a ___ (cloud/sky) above.73.My friend is very ________.74.The chemical formula for lead(IV) oxide is _____.75.The light is very ___ (bright).76.Acid rain can harm ______ and buildings.77.She likes to wear ________ shoes.78.I have a _____ (拼插玩具) at home.79.What do we call the process of making a choice?A. Decision-makingB. PlanningC. OrganizingD. ArrangingA80.What do we call the act of encouraging collaboration?A. TeamworkB. PartnershipC. CooperationD. All of the AboveD81. A biome is a large geographical area with similar ______ conditions.82.Which animal is known as the king of the jungle?A. TigerB. LionC. BearD. Elephant83.The Earth's surface is shaped by both internal and ______ processes.84.World War I began in __________ (1914) and lasted until 1918.85.What is the main function of the roots of a plant?A. PhotosynthesisB. SupportC. Absorb water and nutrientsD. ReproduceC86.What do we call the time of year when leaves fall from trees?A. SpringB. SummerC. FallD. WinterC87.What do you call a baby dog?A. KittenB. CubC. PupD. CalfC88.The chemical formula for -pentanol is ______.89. of Terror occurred during the _____ Revolution. The Rena90. A cactus can survive in _____ (desert) conditions.91.What is the freezing point of water?A. 0 degrees CelsiusB. 32 degrees CelsiusC. 100 degrees CelsiusD. 50 degrees CelsiusA92.What is the main purpose of a computer?A. To singB. To danceC. To calculateD. To drawC To calculate93.The _______ of a liquid can be observed in a glass.94.She enjoys ________.95.We have a ______ (丰富的) selection of books.96.My ________ (表弟) loves dinosaurs and knows a lot about them.97.What do we call a story that is not true?A. FactB. FictionC. TruthD. RealityB98.The __________ (地理位置) affects climate and weather.99.The process of making soap involves _______.100.The hermit crab changes its ________________ (壳).。
Education-and-creativity
They are not frightened of being wrong.
What is creativity?
wrong ≠ creative
?
differen
t new
intelligen t
original
Amy believes that happiness is second to achievements of raising a child.
Which do you prefer: strict or permissive parents?
Discuss in pairs: Advantages and disadvantages of
Tiger mother phenomenon
What Amy has put in the book are the most extreme episodes rather than the true story.
Amy’s children have few sleepovers and play days since they were born.
achieve academic excellence. We educate children to succeed. We educate children to maintain the curiosity for
what they are interested in. We educate children to acquire the ability to feel
happen, in terms of future. Children’s capacity of innovation. 2. What is the contention of the speaker? Creativity now is as important in education as
小学三年级下册英语刷题卷(答案和解释)804
小学三年级下册英语刷题卷(答案和解释)(共50道题)下面有答案和解题分析一、综合题1.I _______ to the library every Friday.2.Which one is a body part?A. NoseB. ChairC. PlateD. Spoon3.Which animal is the king of the jungle?A. TigerB. ElephantC. LionD. Monkey4.I _______ (go) to bed at 9 p.m.5.Which of these animals can swim?A. ElephantB. TigerC. FishD. Dog6.Which one is a type of transportation?A. CarB. ChairC. TableD. Spoon7.I _______ (not) like to eat spicy food.8.I _______ (is / am / are) not very tall.9.We _______ the book at the moment.10.They _______ (play) basketball every weekend.11.Which of these is a pet?A. ElephantB. TigerC. DogD. Lion12.Which one is a day of the week?A. SundayB. SpoonC. PlateD. Book13.On Sunday, I ______ (help) my parents clean the house. We ______ (vacuum) the floor, ______ (dust) the shelves, and ______ (wash) the windows. Afterward, we ______ (sit) down and ______ (enjoy) some tea. It ______ (be) a productive day.14.Lily and her friends are playing a game of __________ in the backyard. They use a __________ and a bat to hit the ball. Lily is up first and swings the bat, hitting the ball high into the air. Her friend Mark runs to __________ the ball. They are having a great time playing this __________ game!15.Jake and his family are going on a road trip. They will drive to a __________ (1) near the mountains. They need to bring their __________ (2), some __________ (3), and a __________ (4) to sleep in. After a long drive, they will visit a __________ (5) and see beautiful views.16.She ________ (be) my sister.17.Tom is at the store with his mom. He wants to buy a new __________ for his birthday. They walk down the __________ aisle, looking at different kinds of__________. Tom picks a __________ that looks very fun to play with. After that, they buy some __________ for dinner.18.I have a great teacher. Her name is Mrs. Brown. She teaches us __ every week. She explains everything clearly and helps us when we have problems. We do many fun activities in class, and I like to answer questions in front of the class. Mrs. Brown always encourages us to do our best.19.This weekend, I __________ (plan) to visit my aunt in the city. She __________ (live) in a big house, and she __________ (have) a lovely garden. I __________ (look) forward to seeing her.20.What do we use to eat soup?A. SpoonB. KnifeC. ForkD. Plate21.They _______ (do / does / did) not go to school on weekends.22.You are getting ready for school. You put on your uniform, pack your backpack with books, and tie your shoes. What are you doing?A. Playing at homeB. Preparing for schoolC. Cleaning your roomD. Eating breakfast23.Lily and her friends are making a craft project. They need some __________,__________, and __________ t o create their designs. Lily’s mom helps by cutting the paper into shapes and gluing them together. When the project is finished, they show it to their parents, and everyone is impressed by their creativity.24.Which one is a mode of transportation?A. AirplaneB. ChairC. TableD. Lamp25.Every year, my school organizes a sports day. This year, we are going to have many exciting events. There will be a running race, a relay race, and a long jump competition. I am training for the running race, and I hope to win a medal. My friends are also preparing for different events, and we all support each other. It’s going to be a lot of fun!26.Which of these is an animal?A. CatB. SpoonC. PlateD. Chair27.Which of these is a food?A. AppleB. CarC. ChairD. Dog28.Which of these is a fruit?A. BananaB. PotatoC. CarrotD. Cucumber29.In the summer, I _______ (love) going to the beach. I _______ (swim) in the sea and _______ (build) sandcastles with my friends. We _______ (also play) beach volleyball and _______ (collect) seashells. It _______ (be) always a fun time.30.Lily is in the kitchen with her mother. They are making a __________ for dessert. Lily helps her mom by adding __________ to the bowl. After mixing everything together, they pour the batter into a baking pan and put it into the __________. The smell of the__________ fills the house, making Lily even more excited. After waiting for a while, they finally take the dessert out and it looks __________.31.In the evening, I __________ (1) my homework. Then I __________ (2) watch TV. My brother __________ (3) play video games, and my sister __________ (4) read books. We __________ (5) usually eat dinner at 7:00. After dinner, we __________ (6) spend time together, sometimes playing board games or talking.32.My father is a great cook! Yesterday, he made __ for dinner. He used __ and vegetables, then he cooked it with some special __. The dish tasted so delicious, and everyone in the family enjoyed it.33.Which of these is a type of tree?A. RoseB. OakC. TulipD. Sunflower34.She _______ (is / are / am) excited about the party.35.What do we wear on our feet?A. ShirtB. ShoesC. HatD. Gloves36.Which of these is the color of the sky?A. RedB. BlueC. GreenD. Yellow37.My dad _______ (work) in an office. He _______ (leave) home at 8:00 AM and_______ (come) back at 6:00 PM.38.Every day, I walk to ______ with my friends. It’s not very far from my ______. We usually take a break at the ______ and play some games. After school, we go to the______ to buy some snacks and then go home.39.Lucy is reading a book about the weather. She learns that clouds are made of__________ and that rain happens when the __________ in the clouds gets too heavy. Lucy finds it interesting how the weather changes from __________ to __________ during different seasons. She hopes to learn more about __________ and how it affects the environment.40.Which one is an animal that has wings?A. DogB. BirdC. LionD. Elephant41.Which of these is a shape?A. RedB. CircleC. ChairD. Dog42.They _______ (is / are / am) playing computer games now.43.They _______ (study) in the library now.44.What is the opposite of "fast"?A. SlowB. TallC. WarmD. Heavy45.How many fingers do humans have on one hand?A. FourB. FiveC. SixD. Seven46.Where is the cat?A. On the table.B. Under the chair.C. In the box.D. All of the above.47.They _______ (not) play video games.48.What do we use to measure weight?A. RulerB. KnifeC. ScaleD. Spoon49.We _______ (study) hard every day.50.Which animal is known for its ability to swim?A. BirdB. FishC. DogD. Lion (答案及解释)。
学业与娱乐之间的平衡的英语作文
学业与娱乐之间的平衡的英语作文全文共3篇示例，供读者参考篇1Finding the Right Balance Between School and FunBeing a kid is the best! We get to play games, have sleepovers with friends, and enjoy our hobbies like sports, art, music, and video games. But we also have to go to school and do our homework and chores. Sometimes it's really hard to find the right balance between all the fun stuff and the not-so-fun responsibilities.My parents are always reminding me how important it is to do well in school. They say getting a good education will help me achieve my dreams and give me lots of opportunities when I'm older. I know they're right, but school can be really boring sometimes! Sitting at a desk for hours, listening to teachers drone on about math or history or whatever...it makes me sleepy just thinking about it.The thing is, I actually don't mind learning new things when it's about subjects I find interesting. In science class, I love the experiments and seeing how things work. Reading fiction bookscan be fun if it's a good story. And I really enjoy art class because I get to be creative and make cool drawings and paintings.But those aren't the classes I struggle with. It's the ones that seem pointless and repetitive, like working through endless pages of math problem after problem. Why do I need to learn algebra anyway? I'm never going to use that stuff in real life! Reading Shakespeare is another thing I can't stand. The words are so confusing and old-fashioned. How could anyone actually enjoy reading that?I can already feel my brain glazing over just thinking about it. No wonder it's so tempting to goof off in those classes instead of paying attention. I'd much rather spend my time playing video games, watching funny videos, or hanging out with friends. Now those are activities I never get bored with!Maybe I'm just being a typical kid who doesn't appreciate how lucky I am to get an education. A lot of adults lecture me that I need to take school more seriously because it determines my whole future. They act like skipping homework or getting bad grades is the end of the world.In my opinion, they're being a bit overdramatic. I'm only in elementary school - I've got years before I need to start seriously thinking about college or career plans. This is supposed to be thefun, carefree part of my life! As long as I'm not failing any of my classes, I don't see the huge problem with having a little fun now and then.Of course, my parents freak out if they ever catch me slacking off too much. They'll snap, "Video games again? Don't you have homework to finish? You're never going to amount to anything if you don't apply yourself!" Then they'll launch into a long lecture about how great students never waste time on frivolous activities.In my humble opinion, that's taking things a bit too far. Even straight-A students need breaks to recharge with leisure activities they enjoy. Nobody can be productive solely focusing on academics 24/7 without periodically blowing off steam. Everybody needs balance in their life, kids and adults alike.I have some friends who take the complete opposite approach as my parents. They basically never do any homework or studying at all. Their philosophy is to have as much fun as possible while they're young because adult life will be nothing but work and responsibilities. While I understand that line of thinking, I also know deep down that it's pretty flawed.Neglecting schoolwork entirely is a huge mistake that will come back to bite you later. If you never apply yourself, youprobably won't get into a good college or land a decent job. And then how are you going to afford any kind of fun life for yourself? You've got to find that happy medium - working hard in school without going overboard into burnout mode.Speaking of which, I should probably hop off here and get started on that book report that's due tomorrow. Just a few hours of focused work, and then I'll have earned some guilt-free gaming time! Maybe I'll even try out that new adventure gameI've been wanting to play.Finding the right balance between studies and recreation is an ongoing battle, but I'll keep plugging away at it. A little fun deserved here, a study session begrudgingly there. That's the way to go for a happy, healthy lifestyle. With some discipline and time management skills, I'm sure I can become a master at juggling it all without going crazy!Because nobody wants to be that kid who has a mental breakdown before they're even a teenager from all the pressures of school. But you also don't want to be the slacker who ends up flipping burgers for a living because they never applied themselves. The solution is meeting in the middle - working hard, but also making time for the hobbies and downtime that keep you sane.It's all about give-and-take, priorities, and moderation. As long as I have that magic formula figured out by high school, I'll be set for success! Maybe I'll even get straight A's while still being the life of every party. Now there's a dream to aspire towards - the perfect blend of being a star student and getting to enjoy my childhood to the fullest.Easy peasy, right? Well...easier said than done I suppose. But I'll sure keep giving it my best shot! With some trial and error, I'm bound to get this whole balancing act down pat eventually. After all, what's the point of being a kid if you can't try to have it all?篇2Balancing School and Fun TimesHey there! My name is Jamie and I'm in the 5th grade. A lot of kids my age struggle with finding the right balance between studying for school and having fun. It can be really tough to manage it all! On one hand, we want to play video games, watch movies and just goof around. But on the other hand, we know we need to do our homework, study for tests and pay attention in class so we can get good grades.I've found that achieving a good balance is super important. If you only focus on school and never have any fun, you'll getburned out and stressed. School work will start feeling like torture! But if you only focus on playing and never study, your grades will suffer big time. You could even get held back a grade or have to go to summer school - and believe me, that is the opposite of fun.So how do we find that sweet spot right in the middle where we work hard but also make time for the stuff we enjoy? Here are some tips that have worked for me:Have a RoutineThis is probably the most important thing. Having a daily routine where you dedicate certain chunks of time to homework/studying and other chunks to recreation makes it way easier to stay balanced. In my house, we have a rule that as soon as I get home from school, I have to start my homework right away while everything is still fresh in my mind. I'll spend a couple solid hours knocking it all out. Once homework is complete, then I'm free to play until dinner time. After dinner, I'll spend another hour reviewing any material for upcoming tests or quizzes. Then the rest of the night is my chill out time until bed.Sticking to this routine every day is key. It prevents homework from getting pushed off until the last minute, which leads to rush jobs and careless mistakes. It also prevents me fromblowing off all my work so I can play, because I know my play time is built into the schedule. Having a routine keeps everything on track.Create a Dedicated Study SpaceAlong with having a routine, it's also really helpful to have a specific place devoted to getting work done. For me, that's just a small desk area in the corner of my bedroom. Whenever I sit down at that desk, I know it's time to focus. Your brain starts to associate that space with working, so it's easier to knuckle down and concentrate there instead of getting distracted.My desk area has all my school supplies ready to go, like pencils, pens, paper, calculator, etc. It's away from the TV, video games and other fun stuff that could pull me off task. Separating my study space from my leisure areas in this way creates clear boundaries between work and play, which makes it easier to shift gears between the two.Take BreaksOf course, sitting in one place studying for hours on end is pretty much impossible for someone my age with a short attention span. That's why it's crucial to take breaks! Whenever I've been working hard for a solid chunk of time and start to feelburnt out, I'll set a timer and give myself 10-15 minutes to get up, move around, listen to music, grab a snack...basically reset my brain a little bit so I can dive back in feeling refreshed.Even though I have dedicated work and fun times in my schedule, taking these mini breaks prevents me from watching the clock too much during my work periods, anxiously waiting for fun time to roll around. The breaks make the work periods feel shorter and more manageable.Find Ways to Make the Work More FunLet's be real - no matter how much break time you give yourself, sitting alone and grinding away at homework and studying just isn't that thrilling for a kid. Which is why I've found some ways to make it at least a tiny bit more bearable and enjoyable:• Listening to music or po dcasts while working helps make the time go by faster• Setting small treats for myself, like "If I power through this reading assignment, I can play 20 minutes of videogames after"• Working together with friends over FaceTime so we can help each other and it feels more social• Using colorful pens/markers/highlighters to spruce up my notes• Giving myself a nice workspace with comfy seating to work inSmall hacks like these go a long way in making working more fun. Of course, we're kids, so it'll never be as fun as playing video games or shooting hoops. But finding little ways to reduce the drudgery helps a ton.Have Other OutletsAt the end of the day, balancing work and play means making room for both. While it's extremely important for me to stay on top of my schoolwork, it's just as crucial that I have enough time to simply be a kid - to run around outside, use my imagination, discover new hobbies, make amazing memories with my friends, and just enjoy my childhood.So in addition to the fun breaks I build into my weekly routine, I make sure to leave good chunks of weekend time totally obligation-free. That's my genuine "me time" to dive wholeheartedly into Minecraft, read my favorite book series, play pickup basketball with the neighborhood crew, whatever. Havinga total escape from the school grind is necessary to recharge my batteries.I'm still a kid at heart, and even though school is my job right now, I need outlets beyond just chilling in front of screens all weekend. Time spent exploring outside, joining clubs, playing sports and making art allows me to be creative, active and social - required nutrients for my kid soul!Finding Balance Takes PracticeEven with a solid routine, dedicated work space, break schedule and all my fun hacks, the truth is there are still days when I get completely distracted and blow off doing any productive work. Or on the flip side, I'll go through periods where I've been so hyper-focused on testing that I barely make any time for fun. Being balanced is something that takes a lot of practice and doesn't always come naturally.If I get thrown too far off track, I'll start to feel stressed, anxious or even sad and guilty. Maybe my schoolwork and grades will slip, or I'll feel like I'm missing out on being a kid. That's my signal to pause and re-evaluate how I'm spending my time. Usually some minor adjustments to my routine and priorities can get me re-centered.The important thing is to keep checking in with myself and not letting things get too lopsided for too long. True balance requires constant tweaking - it's not just "set it and forget it." There's no universal formula that works for everyone. I have to be willing to try new strategies, evaluate what's working and what's not, and keep striving for that sweet spot.Turns Out Moderation is Key...Who Knew?While trying to balance work and play seems like a struggle unique to us kids, I've realized it's actually a lifelong pursuit that even grown-ups have to wrestle with constantly. The ability to live a balanced lifestyle and not veer into being a workaholic on one extreme or a slacker on the other is key to being a happy, healthy, successful human. It's a skill starting to develop now at my age.The way I see it, if I can get the hang of achieving a decent school/life balance during these years, it'll pay huge dividends down the line when life gets even crazier with bigger academic demands, jobs, relationships and responsibilities. Moderation is something that'll serve me forever, so there's no time like the present to start practicing it!So while finding the right equilibrium between my obligations and leisure activities is an ongoing challenge, it's onedefinitely worth struggling through. Itkeeps me focused and motivated while also leaving room for fun, creativity and just being a kid. A balanced lifestyle is the healthiest way to live. Hopefully these tips I've picked up can help other kids in the same boat as me!篇3Balancing School and Fun TimesHi there! My name is Jamie and I'm a 10-year-old elementary school student. I love learning new things every day at school, but I also really enjoy having fun and playing after all my homework is done. It's super important to find a good balance between studying hard and making time for activities I enjoy!School is my top priority because getting a good education is key to helping me achieve my dreams for the future. I want to become a video game designer when I grow up, and I know I need to work really hard on subjects like math, computer science, art, and creative writing to prepare myself. My teachers always say that developing strong study habits from a young age will set me up for success later on.At the same time, my parents remind me that it's equally important for kids to have fun and not get too stressed out overacademics. They encourage me to pursue hobbies and activities that I'm passionate about outside of school. That's why I dedicate some time every day to gaming, reading fantasy novels, or hanging out with my friends.Mornings are super hectic getting ready for school, grabbing breakfast, and heading out the door. Once I'm at school, it's go go go from subject to subject - math, science, English, history, and more. My brain is constantly working hard to absorb all the new information my teachers are presenting. By the time the final bell rings, I'm mentally drained!That's why as soon as I get home, I make sure to set aside at least an hour of free time before cracking open my textbooks. For me, this "recharge" period is crucial to rewarding myself after a long day and getting re-energized for homework ahead. Sometimes I'll boot up my Nintendo Switch and play a few rounds of Mario Kart to get the sillies out. Other days, I'll grab an epic fantasy book from my shelves and escape to a magical world of elves and dragons for an hour. If the weather is nice, my buddies and I will meet up at the park near my house to toss a football around and just be silly kids. Getting this free play time is so important for my mental well-being.After I've had a chance to unwind a bit, it's time to hit the books and power through any homework I have due. My parents are really strict about me completing all of my assignments before being able to squeeze in anymore video games or fun activities in the evenings. I'll admit, this policy can be a real bummer when I'm on a roll battling the latest villains in my favorite RPG. However, I know deep down that my parents are doing it for my own good - building discipline and ensuring I don't fall behind.Once I show my finished homework to my parents and they approve, I'm free to engage in whichever fun activity I want for the rest of the night leading up to bedtime! Maybe I'll crush a few more levels in my game, read some extra chapters in my book, or FaceTime one of my friends just to chat and goof around. I always make sure to go to bed at a reasonable hour though, because I know being well-rested is important for peak school performance.Weekends are a total blast! My parents are a bit more relaxed about letting me indulge in video games, books, sports, or whatever for longer periods. As long as I take care of any homework or studying first, I have big chunks of unstructured free time to do whatever I please. Sleepovers with friends aredefinitely a weekend highlight - we'll game together all night, make crazy-good homemade pizza, and stay up way later than we're allowed on school nights. Ah, the life of a kid!That's not to say I take weekends totally off from academics though. If I have a huge test or project coming up the following week, you'd better believe I'll be setting aside several weekend hours to prepare. My parents are really supportive about celebrating my hard work too. Sometimes if I earn a really good grade on a big assignment, they'll take me out for my favorite meal or buy me a new video game I've been wanting as a reward. Little incentives like that help motivate me to stay on track!Overall, I'd say I do a pretty good job at walking the tightrope between scholarly responsibilities and having fun. It's all about setting aside dedicated times for both studying and playing. If you let one side dominate too much, you'll soon feel burnt out, stressed, or unmotivated. For me personally, gaming for more than a couple hours at a time isn't very satisfying anyway because my brain starts craving a change of pace. That's when I'm reminded how important it is to give equal energy to my schoolwork and extracurriculars.I still have so much more to learn when it comes to striking this ideal balance. I'm sure it will be an ever-evolving challengeas I progress through elementary school, middle school, high school, and eventually college. My school workloads will get more intense and my ability to self-motivate will be constantly tested. I'll have to get even better at setting strict schedules, minimizing distractions, and knowing when to call it quits on video games for the night.Looking ahead though, I'm confident the time management and prioritization skills I'm developing now will serve me incredibly well. Adults are always telling me how therealworking world after school requires buckling down but also knowing how to unwind and have fun. As a kid, I'm getting some serious hands-on practice with those two opposing forces! With the right mindset of moderation and self-discipline, I'm hopeful I can make my future career and personal goals a reality.So there you have it, straight from the mind of a 10-year-old - my philosophy on balancing academics and recreation. It's beenreally hardwriting this entire essay, so I'm definitely going to reward myself by reading a few more chapters of Harry Potter tonight.Maybe I'll even try to sneak in a quick gaming session too if my parents aren't looking!。
七年级英语通知编辑练习题40题
七年级英语通知编辑练习题40题1<背景文章>NoticeWe are excited to announce that our school sports meet will be held on November 28th. The event will take place at the school sports field.There will be a variety of exciting events for everyone to participate in. For the track events, we have 100-meter dash, 200-meter dash, and 400-meter relay. In the field events, there are long jump, high jump, and shot put.Come and show your skills and sportsmanship! Let's make this sports meet a great success!1. The school sports meet will be held on ___.A. November 27thB. November 28thC. November 29thD. November 30th答案：B。
解析：文章中明确提到“The school sports meet will be held on November 28th.”。
2. Where will the sports meet take place?A. In the parkB. At the school gymC. At the school sports fieldD. On the playground答案：C。
解析：文中提到“The event will take place at the school sports field.”。
小学5年级英语测验(答案和解释)
小学5年级英语测验(答案和解释)(共50道题)下面有答案和解题分析一、综合题1.Where is the cat? It’s ________ the box.A. inB. onC. atD. to2.I _______ (am / is / are) happy today.3.We _______ (have) a test on Monday.4.Lily and her family are going on a picnic this weekend. They are going to a__________ near the lake. Lily is very excited because she loves playing __________ with her brother, Peter. They are also going to bring their __________ to sit on the grass. Lily’s mom will make sandwiches, and her dad is bringing some __________. After the picnic, Lily plans to go __________ in the lake with her family.5.She _______ (study) math every evening.6.I _______ (love) to read books.7.We _______ (do) our homework at 8:00 PM.8.We _______ (travel) to the mountains last summer. We _______ (hike) for hours and _______ (enjoy) the beautiful views. It _______ (be) an unforgettable trip.9.I _______ (want) to go to the beach tomorrow.10.Which of these is a day of the week?A. MondayB. SummerC. JanuaryD. Evening11.They _______ (not/play) the piano right now.12.She _______ (dance) beautifully.13.What is the color of the sun?A. GreenB. YellowC. BlueD. Black14.We _______ (drink/drinks) juice every morning.15.I _______ (not/play) video games after school.16.I _______ (play) computer games in the evening.17.Which one is used to clean your teeth?A. ToothbrushB. SpoonC. PlateD. Fork18.We _______ (learn) English every day.19.What is the color of an apple?A. RedB. GreenC. BlueD. Purple20.James is in his art class. He is drawing a picture of a __________ using his favorite __________. He loves to use __________ to add color to his drawings. After finishing his artwork, James will hang it up on the wall to share it with his classmates. His teacher, Mrs. Lee, gives him a __________ for his creativity.21.He _______ (wear) glasses.22.What color is an apple?A. RedB. GreenC. YellowD. All of the above23.I _______ (be) very happy today.24.I _______ (go / goes / gone) to the library every weekend.25.She _______ (play) the guitar very well.26.Jack and his family are on a vacation at the beach. They enjoy the __________, where they can swim and build __________. Jack likes to look for __________ and seashells on the shore. After playing for a while, they sit under the __________ to have some snacks and drink __________.27.My family __________ (go) to the beach every summer. Last year, we __________ (swim) in the ocean and __________ (build) sandcastles. My brother __________ (like) to collect seashells, and I __________ (enjoy) the sound of the waves. We __________ (have) a picnic under a big tree.28.He _______ (go) to the doctor when he is sick.29.I _______ (not/like) chocolate.30.We _______ (have / has / had) a big party last weekend.31.He _______ (run) in the park now.32.Which of these is a holiday?A. ChristmasB. MondayC. JanuaryD. Summer33.Which one is used for writing?A. PenB. KnifeC. PlateD. Spoon34.We _______ (play) soccer on Sundays.35.Which sentence is correct?A. I have an apple in my bag.B. I have a apple in my bag.C. I have the apple in my bag.D. I have apple in my bag.36.They _______ (sing) a song now.37.My family ______ (live) in a big house near the park. We ______ (have) a large garden with many flowers. Every weekend, we ______ (spend) time there, playing games and having picnics. My sister ______ (like) to pick flowers, and I ______ (enjoy) watching the birds.38.I _______ (visit) my grandparents on weekends.39.I _______ (have) breakfast at 7:00 a.m.40.Which of these is a color?A. TableB. BlueC. ChairD. Spoon41.Which of these is a drink?A. WaterB. BreadC. AppleD. Rice42.Which of these is a type of drink?A. WaterB. KnifeC. ChairD. Spoon43.The children _______ (play) outside in the yard.44.What color is the sky?A. BlueB. RedC. GreenD. Yellow45.He _______ (play) the piano very well.46.I __________ (1) a new book yesterday. It __________ (2) about animals and their habitats. I __________ (3) read it for an hour before going to bed. I __________ (4) likereading books because they __________ (5) me learn new things. My brother__________ (6) not like reading books. He __________ (7) play video games instead.47.Tomorrow, we ______ (have) a picnic in the park. We ______ (bring) sandwiches, fruit, and drinks. I ______ (hope) the weather ______ (be) nice because we ______ (plan) to stay outside all day.48.It is a rainy day. You and your friend are wearing raincoats and carrying umbrellas. You are walking to school together. What is the weather like?A. SunnyB. WindyC. SnowyD. Rainy49.In the summer, the weather is usually __________ and __________. I love to go to the __________ with my friends. We can swim in the __________ and build __________. After playing, we like to eat __________ and drink __________. Sometimes, we also play __________ or fly __________. I always have a __________ time in the summer. 50.Which of these is a type of tree?A. OakB. TigerC. CatD. Dog(答案及解释)。
小学上册第十五次英语第二单元寒假试卷(有答案)
小学上册英语第二单元寒假试卷(有答案)英语试题一、综合题(本题有100小题，每小题1分，共100分.每小题不选、错误，均不给分)1.Some frogs can change ______.2.The __________ (土壤的质量) impacts plant growth significantly.3.The _____ (wind/snow) is blowing.4.The ______ is known for her creativity.5.Plants provide _______ for many animals.6. A saturated fat is solid at ______ temperature.7. A __________ is a notable geographical feature.8.My favorite toy is a soft _______ that I cuddle at night.9.What is the name of the ocean located to the east of Africa?A. Atlantic OceanB. Indian OceanC. Arctic OceanD. Pacific Ocean答案:B.Indian Ocean10.The chemical symbol for magnesium is _____.11.What is the process of water changing into vapor called?A. CondensationB. EvaporationC. PrecipitationD. Infiltration答案: B12.The process of rusting is an example of a chemical ______.13.The symbol for thorium is _____.14.Ancient Mesopotamia is often called the "cradle of _______." (文明)15.The concept of a multiverse suggests there may be multiple ______.16.The discovery of electricity transformed ________ (技术).17.My family enjoys __________ together. (一起吃饭)18.The __________ of a substance is its ability to dissolve in water.19.__________ (化学性质) determine how substances behave in reactions.20. A ______ (绿色空间) enhances urban livability.21.An endothermic reaction absorbs ______ from its surroundings.22.I find it ________ (挑战) to solve puzzles.23.What is 6 + 2?A. 7B. 8C. 9D. 10答案:B 824.The library is ___ (quiet/loud).25.Read and choose.(看图选择。
creativity
REATIVITY has always been at the heart of business, but until now it hasn’t been at the top of the management agenda. By defi nition the ability to create some-thing novel and appropriate, creativity is essential to the entrepreneurship that gets new businesses started and that sustains the best companies after they have reached global scale. But per-haps because creativity was considered unmanageable – too elusive and intan-gible to pin down – or because concen-trating on it produced a less immedi-ate payoff than improving execution, it hasn’t been the focus of most managers’ attention.by Teresa M. Amabile and Mukti KhaireCreativity has, however, long been a focus of academics in fi elds ranging from anthropology to neuroscience, and has enticed management scholars as well. Therefore, a substantial body of work on creativity has been avail-able to any businessperson inclined to step back from the fray of daily management and engage in its ques-tions. And that’s suddenly very fortu-nate, because what used to be an in-tellectual interest for some thoughtful executives has now become an urgent concern for many. The shift to a more innovation-driven economy has been abrupt. Today, execution capabilitiesY o u r o r g a n i z a t i o n c o u l d u s e a b i g g e r d o s e o f c r e a t i v i t y .He r e ’s w h a t t o d o a b o u t i t .J o s h C o c h r a n REATIV ITY I ha h s al a ways beeof business, but until nowat t t he h t op o of the ma na n geBy d efi n n itio n n th h e ability tthing novel and appropis essential to the entthat gets new businesthat sustains the bestthey have reached globhaps because creativitunmanageable – toogible to pin down – otr at t in g on it pr p od d uc uate payoff than imprhasn’t bee nn the focu at a te nt n ion. | October 2008 | Harvard Business Review 101Creativity and the Role of the Leader102 Harvard Business Review | October 2008 | are widely shared and the life cycles of new offerings areshort. As competition turns into a game of who can generatethe best and greatest number of ideas, creativity scholars arebeing asked pointed questions about their research. Whatdoes it mean? How relevant is it? Does it offer guidance onthe decisions that leaders in creativity-dependent businesseshave to make?To help make the connections between theory and prac-tice, we recently convened a two-day colloquium at HarvardBusiness School, inviting business leaders from companieswhose success depends oncreativity – such as design consultancy IDEO, technol-ogy innovator E Ink, internet giant G oogle, and pharma-ceutical leader Novartis. Atthe gathering, leading schol-ars presented their newest and most important research. Inall, we brought together nearly 100 people who were deeplyconcerned with the workings of creativity in organizationsand let the sparks fl y.Over those two days, we saw a new agenda for business lead-ership begin to take shape. At fi rst, we heard skepticism thatcreativity should be managed at all. Intuit cofounder ScottCook, for example, wondered whether management was “anet positive or a net negative” for creativity. “If there is a bot-tleneck in organizational creativity,” he asked, “might it be atthe top of the bottle?” By the colloquium’s end, however, mostattendees agreed that there is a role for management in thecreative process; it is just different from what the traditionalwork of management might suggest. The leadership impera-tives we discussed, which we share in this article, refl ect aviewpoint we came to hold in common: One doesn’t managecreativity. One manages for creativity.Drawing on the Right MindsThe fi rst priority of leadership is to engage the right people, atthe right times, to the right degree in creative work. That en-gagement starts when the leader recasts the role of employees.Rather than simply roll up their sleeves and execute top-downstrategy, employees must contribute imagination. As Cook putit, “Traditional management prioritizes projects and assignspeople to them. But increasingly, managers are not the sourceof the idea.”T ap ideas from all ranks. Cook told the story of an eye-opening analysis of innovations at Google: Its founders trackedthe progress of ideas that they had backed versus ideas that hadbeen executed in the ranks without support from above, anddiscovered a higher success rate in the latter category. Similarly,it was noted that Philip Rosedale, the founder and chairmanof Linden Lab, the fast-growing company that manages SecondLife, claims to give most workers enormous autonomy, andsays the greatest successes come from workers’ own initiatives.Research by Israel Drori, a professor at the College of Man-agement in Israel, and Benson Honig, a professor at Wilfrid Laurier University in Canada, highlights the hazards of not distributing creative responsibilities across the organization. They observed an internet start-up offering a new, sophisti-cated form of computer graphics from its inception in 1996 until its collapse, seven years later. While the venture enjoyed initial success, it was ultimately unsustainable because it de-pended too much on the genius of its award-winning artist-founder – and took organizational creativity for granted.Encourage and enable collaboration. As leaders look be-yond the top ranks for creative direction, they must combat what Diego Rodriguez, a partner at IDEO and the leader of its Palo Alto, California, offi ce, calls the “lone inventor myth.” Though past breakthroughs sometimes have come from a sin-gle genius, the reality today is that most innovations draw on many contributions. “Consider the examples of Inno C entive, of Mozilla, of Wikipedia,” Rodriguez said. “All are contexts that bring in lots of contributors. And the fundamental structure of such networked organizations is not centralized and top-down. People don’t do what they do because someone told them to do it. Contributing to an interdependent network is its own reward.” Rodriguez argued forcefully that, even in today’s highly networked world, organizations fail to take full advantage of internet technologies to tap into the creativity of many smart people working on the same problem. (For Scott Cook’s thinking about tapping the input of people outside the organization, see “The Contribution Revolution,” page 60.)A study by Victor Seidel of the University of Oxford’s Saïd Business School identifi ed one practice that leaders would do well to promote: the use of “coordination totems” in the con-ceptualization of new products. Seidel looked at the problem of how to achieve collaboration on radical innovations; when no obvious antecedent exists, it’s diffi cult for a vision to be shared. His analysis of six award-winning products (from three quite different industries) showed how product development teams used not only prototypes but also metaphors, analogies, and stories to coordinate their thinking.Robert Sutton, a professor at Stanford University’s School of Engineering, noted that most companies have hierarchical structures, and differences in status among people impede the exchange of ideas. How to remedy that? Sutton couldn’t resist pointing out the huge inequalities in salaries at today’s fi rms and suggested that if the fi eld were more level, more people might speak up and be listened to. He urged leaders to defi ne “superstars” in their organizations as those who help others succeed. Wryly, he recalled seeing powerful people hold forth in meetings even though others in the room had much better ideas for solving problems. It should be management’s mission, he suggested, to “fi gure out how to get people to shut up at the right time.”Open the organization to diverse perspectives. Frans Johansson, author of The Medici Effect, described his fi nding –Join the conversation with theauthors about the challengesof managing creativity at .hbr .orgi v i t yFinn, avoid all “sivilizing” infl uences.c a l eKim Scott added that the manager must act as a shepherd – an analogy also used by Christy Jones, founder of Extend Fer-tility. Both believe that executives must protect those doing creative work from a hostile environment and clear paths for them around obstacles. In fact, Scott warned the managers in the room that, by creating the necessary new structures to support cross-unit collaboration, they might unwittingly create other forms of bureaucracy. Introduce any set of man-dated protocols and checkpoints, she warned, “and Dilbert has” Other executives and researchers empha-… r emember that you are notthe sole fount of ideas.Be the appreciativeaudience.Ask the inspiring questions.Allow ideas to bubble upfrom the workforce.…enable collaboration.Combat the lone inventor myth.Defi ne “superstar” as someonewho helps others succeed.Use “coordination totems” –metaphors, analogies, andstories – to help teamsconceptualize together.…enhance diversity.Get people with differentbackgrounds and expertiseto work together.Encourage individuals to gaindiverse experiences that willincrease their creativity.Open up the organization tooutside creative contributors.ap the stages of creativityand tend to their different needs.Avoid process managementin the fuzzy front end.Provide suffi cient time andresources for exploration.Manage the handoff tocommercialization.… a ccept the inevitabilityand utility of failure.Create psychological safetyto maximize learning fromfailure.Recognize the differentkinds of failure and how theycan be useful.Create good mechanismsfor fi ltering ideas and killingdead-end projects.…motivate with intellectual challenge.Protect the front end fromcommercial pressure.Clear paths through thebureaucracy for creativeideas.Let people do “good work.”Show the higher purpose ofprojects whenever possible.Grant as much indepen-dence as possible.t edProvide the setting for “good work.”The potential for passionate engagement in one’s work is highest when the work itself is seen as noble, said Howard Gardner, a profes-sor at the Harvard Graduate School of Education who has conducted research on “good work” with professors Mihaly Csikszentmihalyi of Claremont Graduate University and William Damon of Stanford. They defi ne the term as work that is excellent technically, meaningful and engaging to the worker, and carried out in an ethical way. While managers can dorst two requirements in a workplace, the third is more problematic – and not because businesspeople are inherently unethical. Ethics usually are upheld best in ar-eas where a type of work has evolved into a profession – when“How about we ditch intuition and try another approach.” |October 2008| Harvard Business Review 109。
2024年江苏省南通市中考英语真题
2024年江苏省南通市中考英语真题一、单项选择1．The body language on the right means “________” in China.A．advice B．attention C．praise D．practice 2．Jack is crazy about sports. He ________ takes part in the school sports meeting.A．never B．seldom C．sometimes D．always 3．Our monitor Sally never shows off, so we all think she is ________.A．active B．modest C．polite D．energetic 4．________ more about rare wild animals, I spent some time searching online last night.A．To learn B．Learning C．Learned D．Learn5．We call the Earth “Blue ________” because the ocean covers about 71 percent of it.A．Sky B．Water C．Planet D．Mountain 6．We did not know they were in trouble at that time. ________, we would give them a hand.A．However B．Otherwise C．In fact D．For example 7．—Must I use pink to paint my bedroom?—No, you ________. You can use any colour you like,A．can’t B．mustn’t C．shouldn’t D．needn’t 8．Which can be put in ▲ to show the rhyme of the poem in the picture?A．bees dance one by one B．birds fly in a lineC．the cloud is still alone D．the weather is so fine9．—I don’t know what to write about the four great classical Chinese novels.—You’d better read ________ first and then organize your own ideas.A．reviews B．reasons C．results D．rewards 10．—I really like yesterday’s dragon boat race. What about you?—Me too. It’s ________ one I have ever seen.A．a more boring B．a more wonderfulC．the most boring D．the most wonderful11．—It’s a pity! A music fan like you didn’t go to Nantong Music Festival.—I knew it ________ several weeks ago. But I was on business.A．is held B．will be held C．was held D．held 12．—“________.”—That’s true, Let’s eat more healthy food.A．Many hands make light work B．The early bird catches the wormC．Put all your eggs in one basket D．An apple a day keeps the doctor away 13．—Mrs Lin. I’m new here. Could you please tell me ________?—Sure. It has a long history and looks attractive.A．what Nantong Museum is like B．how far the Haohe River isC．how I can get to Binjiang Park D．what I can see in the Wolf Hill 14．—Can you give me some advice? I want to buy some local food for my friends.—________. Maybe Nantong Cuibing is a nice try.A．That’s all right B．With pleasureC．It doesn’t matter D．I’m afraid not15．Which map is correct according to the following dialogue?A．B．C．D．二、完形填空Luke lived with his grandma during the last summer holidays. He was curious about everything in her grandma’s house. One 16 he stole into the store room where his grandma kept her valuable collections. He knew she did not like anyone to touch her treasures, 17 her cup for skating. Luke walked around on tiptoe and felt the treasures one after another with excitement. He found the cup wasn’t there. “Where is it?” he thought to himself. He raised his head and found it! 18 it was on the top of a shelf, he wanted to feel the cup again.With the help of a ladder, Luke reached the cup. It was much heavier than it seemed. Luke 19 the cup and tried to get it down. While climbing down, Luke’s elbow struck against the ladder. He lost his 20 and fell down to the ground heavily. The 21 cup slipped out of his hands and broke into two halves.Luke was too nervous to feel the 22 . He stood up quickly and felt heartbroken. He picked up the broken pieces with his shaking hands, put them back to the 23 and left the store room quickly. Grandma was watching TV in the living room. Luke went into his bedroom quietly so that his grandma wouldn’t 24 him.That night was so 25 . He tossed and turned in bed. He couldn’t fall asleep till midnight. He woke up and looked at the clock many times. Time seemed to go much slower. Early in the morning, Luke knocked on grandma’s door with 26 .Grandma hugged Luke thoughtfully and said, “That cup was 27 to me when I was only ten years old, I won the first prize in my 28 competition.” Luke followed grandma to the store room. “I’m really sorry, grandma.” Luke said 29 . With a smile, grandma took down the broken glass cup and used glue to stick the broken pieces together. The cup was repaired miraculously!She continued, “When I was young, I once messed my uncle’s priceless painting. I was not as 30 as you. I didn’t tell the truth at first. It made me feel upset day and night. After aweek’s struggle, I admitted my fault to my uncle. That was the most unforgettable moment. I think it is honesty that matters more than mistakes.”16．A．noon B．night C．morning D．afternoon 17．A．probably B．totally C．simply D．especially 18．A．Unless B．Since C．Though D．Before 19．A．hung B．chose C．lifted D．designed 20．A．purpose B．balance C．interest D．confidence 21．A．gold B．plastic C．wood D．glass 22．A．pain B．stress C．action D．sickness 23．A．bench B．table C．shelf D．ground 24．A．notice B．excuse C．mind D．understand 25．A．dark B．quiet C．cold D．long26．A．joy B．courage C．trust D．wisdom 27．A．brought B．passed C．donated D．presented 28．A．painting B．skating C．first D．last 29．A．sadly B．rudely C．noisily D．angrily 30．A．brave B．careful C．friendly D．generous三、阅读理解31．You can find the noticeboard in ________.A．Sunshine DIY Club B．a community centreC．Sunshine Central Park D．a computer company32．If Jack has 10$ for dinner in the robot restaurant, he can order _________.A．Thai chicken and rice, Tomato soup and Irish cream coffeeB．German sausage and chips, French onion soup and CookieC．Tomato sandwich, Italian cheese and Fresh orange juiceD．Chicken salad, Potato salad, Italian cheese and English tea33．From the noticeboard above, we know that _________.A．the owner spent 500 $ buying Sherry on SaturdayB．a robot cooks some dishes in the robot restaurantC．a broken computer can be fixed for free on June 24D．2$ should be paid to make two hats in the DIY clubSome people think creativity is making something completely new, so they do not think ofthemselves as creative ones. However, some other people think creativity can just be expressing themselves through everyday acts and they are born creative because it is not an all-or-nothing quality or skill.Whether or not we realize it, we all have the ability to express creativity. Sometimes the path to creative productivity is being willing to do something different.Are you someone who loves to read comics? Perhaps it is time you create one of your own. Don’t worry if you cannot draw very well or feel that you cannot write humorous reports for characters. Nobody says this is an exam! You only have to please yourself, to gain the satisfaction that you try something new, all on your own. If you feel easy, you can of course share it with our loved ones, or post it on social media,Are you someone who likes to express yourself in writing? Try writing a blog. This is like the new version of a diary. In your blog, you can write about your thoughts, opinions and experiences. You can also write stories or plays, if you feel up to it! The blog provides you with a platform to create something new every day, in written forms.Are you someone who likes to be alone? Now, think about the things that make you happy. Find a small place in your room, or any place in your home, where you can spend time with yourself. It can be a small corner next to your bed or a wall. It can be a poster of your favourite rock star or photos of your friends. You can also pick a guitar if you like to play instruments, or a few storybooks if you love reading. Some of you may like flowers, candles or pretty things. Decorate your area with your favourite things in any way you like. That is creativity! And if you do feel bored with this, you can change, add or remove something.By realizing the chances in our daily lives to inspire our creativity, no matter how small, we may become more comfortable with taking bigger creative leaps in other aspects of our lives. 34．How does the writer begin the article?A．By asking questions.B．By giving examples.C．By comparing opinions.D．By explaining reasons.35．From Paragraph 3 to Paragraph 5, what does the writer suggest?A．Trying something new.B．Avoiding something dangerousC．Trying something difficult.D．Avoiding something expensive.36．In what ways can we show our creativity according to the article?① playing the piano① receiving flowers① keeping calm① writing blogs① watching plays① decorating roomsA．①①①B．①①①C．①①①D．①①①37．The purpose of the article is to________.A．offer us all kinds of ideas and experiencesB．teach us knowledge of different life skillsC．encourage us to make something importantD．ask us to develop creativity through small actsMy friend Julie and I are keen on creating a beautiful green town.Gardening CourseEvery September, our city has a special festival. Crowds of happy people go to the park, waving ribbons in their hands. That’s because the gardening competition takes place there.For Julie and me, it was a pity that we couldn’t take part in the competition, for that was also the first day of our high school. We buried ourselves in choosing courses. We wanted to learn all about plants, gardening and farming. Finally, a course called Agriculture and Wildlife came into our sight. We thought it would help us succeed as gardeners.Project presentationAfter a year’s study, Julie advised me to give a presentation. There was a small plastic model of my idea on the table. On the other side of the table, my teachers were waiting to see my project—the green farm.“Good morning!” I said “During my studies I’ve learned a lot about city farming. Now. I want to do something with what I’ve learned.”I showed them the model. “This is the high street of our town. This is an old, nine-floor car park. No one has used it for the last two years and it’s now for sale.”I continued the presentation. They could see my designs on the big screen when I talked.“I’ve designed a city farm using the car park building. There will be eight floors to farm fruit and vegetables. This design can help us collect rainwater to wet the soil. And we can also use energy from the sun to power the special growing lights. ““I will hire the space out to local people and they will sell everything good enough for theenvironment in local shops. Also, the ninth floor will be for those who want to grow their own plants.”My audience looked interested and my project got the highest marks in my class. But in the real world. it couldn’t happen because the car park was not available.▲Later, Julie helped me search the town for the perfect place for gardening, not in front of the Town Hall or the shopping centre. We tried to look for something different. Somewhere that was not the best neighbourhood, but a poor one. One where the road was full of boles and the pavement (人行道) was all broken. At last, we made it.In the neighbourbood, we posted letters through people’s doors with gardening instructions. More and more people cared about that and began to plant vegetable gardens.Then in the same neighbourhood, we put grass over those broken old pavements for the kids to play on. Finally, we put up a sign that said, “Have fun here.”When we finished, we were both covered in soil and completely exhausted. But Julie put an arm around my shoulders and smiled. “Not bad!” she said. “We can do more to make our town greener!”.38．The writer mentioned the gardening competition to ________.A．change her gardening projects B．express her interest in gardeningC．discuss ways to get good prizes D．tell stories of gardening courses 39．Which is the most suitable for ▲ ?A．Grass Spaces B．Farming InstructionsC．Vegetable Gardens D．Gardening Experiences40．Which of the following is the correct order of the story?a. Julie helped find a perfect place for gardening.b. The writer explained the green farm project.c. Julie and the writer posted letters to neighbours.d. Julie and the writer were busy choosing the courses.e. Old pavements were covered with grass for kids to play on.A．d-b-a-c-e B．d-a-b-e-c C．a-b-c-e-d D．a-d-b-c-e 41．According to the underlined sentence, Julie and the writer may ________.A．hire out their green farms for parking and campingB．find more open spaces to plant grass and vegetablesC．sell their grass and vegetables to the neighbourhoodD．put up more signs to ask kids to have fun on the grassLinda is looking through the website . Here is what she reads.Researchers have found the health benefits of dancing for people in poor health condition, from improving brain health to creating community.Becky is teaching a group of 80 adults some dancing skills. Many of her students are seated in the dancing room because they have difficulty in moving. When they are following Becky’s pretty movements, a sense of peace comes over them.Dance as a medicineHelen, a researcher, says that dance requires different parts of the brain to work at the same time, that is to say, dance requires more “brain power” than simpler repetitive (重复的) exercises.She invited two groups of adults to take part in programmes for over six months. One group practised dancing and the other did a traditional exercise like cycling. Both groups improved their level of physical fitness, but the group of dancers improved more cognitive abilities, such as memory, attention and high-level thinking.Dance described by Helen as “pleasure double-play” can lift the mood and reduce stress.Dance as body acceptanceBesides the physical and mental benefits, dance can also help people with diseases accept what their bodies can and can’t do.Jenny is Becky’s student. Her body went numb when she was in her mid-twenties. She had no feelings from the knees down. She suffered from serious muscle tightness and balanceproblems, making standing and walking difficult for her.Jenny recently joined an online dance programme. Not only has it improved her coordination (协调性). but it has enabled her to overcome her fear of being judged (评价) for how she moves, both in the dance class and out in the world.“I see so many people moving like me,” she says “I don’t have to be perfect in my dancing or make sure my leg lifts this way—it makes me comfortable with where I am right now.”Dance as communityPerhaps one of the biggest benefits of dance is the sense of community it creates. Dancing with others not only makes people feel less different in their moving abilities, but also helps to fight against loneliness and problems in getting along with others.Becky started teaching more than 22 years ago, and she has helped 300 communities in 28 countries around the world. In some countries, such as India and South Kores, people have put their own cultural dance styles into their classes.Becky wants to create a sense of family and community for this group of people. Whenever and wherever she teaches, she hopes to make them feel joyful, get much closer to the community, and explore the limitless possibilities for the rest of their lives.42．In which part of the website may you find this passage?A．Culture.B．Fashion.C．Health.D．Literature, 43．From “Dance as a medicine” part, we can learn that ________.A．the act of dancing helps to improve “brain power”B．the act of traditional exercise requires more attentionC．dance needs more high-level thinking to lift the moodD．dance needs more repetitive exercises than “brain power”44．How do you understand the underlined part of this passage?A．Jenny feels sad because she is weak in dancing.B．Jenny wants to be perfect after practising dancing.C．Jenny accepts the disabilities of her body after dancing.D．Jenny thinks she should treat her leg for better dancing.45．What’s the best title for this passage?A．Dancing helps to cure illness B．Dancing helps to better yourselfC．Dancing helps to change moods D．Dancing helps to reduce loneliness四、单词拼写46．They (借) all kinds of magazines from the library every Tuesday. 47．Choosing your future job is an important (决定) in your life.48．A trip or a sports game will help you (rest after work) after your exams. 49．Tan Dun is considered as a (well-known) composer for his works. 50．Try to hide a strong table or in a corner of the room to protect yourself in an earthquake.五、选词填空请根据句意从方框中选择合适的单词，并用其适当形式填空，使句子通顺。
2024-2025学年湖北省襄阳市英语初二上学期复习试卷及解答
2024-2025学年湖北省襄阳市英语初二上学期复习试卷及解答一、听力部分（本大题有20小题，每小题1分，共20分）1.Question: Listen to the recording and choose the correct answer to the question.Recording: (A man speaking) “Good morning, class. Today we’re going to talk aboutthe history of the internet.”Question: What subject is the teacher talking about?A. ScienceB. HistoryC. Computer Science / TechnologyAnswer: CExplanation: The teacher specifically mentions “today we’re going to talk about the history of the internet,” which falls under the umbrel la of Computer Science or Technology, as the internet is a technological advancement.2.Question: Listen to the conversation and complete the sentence with the missingword.Recording: (A student asking) “Excuse me, do you know what time the library closestoday?”(Another student answering) “It closes at five o’clock.”Question: The library closes at ____ o’clock.A. FourB. FiveC. SixAnswer: BExplanation: The second student clearly states, “It closes at five o’clock,” indicating the correct time for the library’s closing.3、 Listen to the dialogue and choose the best answer.Question: What time does the train leave for Shanghai?A. 8:30 amB. 9:00 amC. 9:30 amAnswer: B. 9:00 amExplanation: In the dialogue, the speaker says, “The train to Shanghai leave s at 9 o’clock sharp. Don’t be late.” This clearly indicates that the train leaves at 9:00 am.4、 Listen to the short passage and answer the question.Question: How many books does the speaker have on her bookshelf?A. Five booksB. Ten booksC. Fifteen booksAnswer: C. Fifteen booksExplanation: The speaker mentions in the passage, “I have organized my bookshelf recently. I counted and found out that I have exactly fifteen bookson it, including both fiction and non-fiction.” This directly states that ther e are fifteen books on her bookshelf.5、Question: Listen to the short conversation and choose the best answer. The man is asking the woman about _____.A. the timeB. the wayC. the priceAnswer: BExplanation: In the audio, the man asks the woman, “Excuse me, could you tell me how to get to the nearest subway station?” This indicates that he is inquiring about directions or the way to reach a certain place, thus the answer is B.6、Question: Listen to the passage and answer the question.What does the speaker mainly talk about?A. The importance of reading.B. The benefits of exercise.C. The challenges of learning a new language.Answer: AExplanation: The passage discusses the various ways reading can enrich one’s life, improve knowledge, and develop critical thinking skills. It highlights the significance of reading as a means of personal growth and education. Hence, the main topic is the importance of reading, making A the correct answer.7、Listen to the dialogue and choose the best answer to the question.Question: What is the woman’s favorite sport?A. Swimming.B. Basketball.C. Running.Answer: A. Swimming.Explanation: In the dialogue, the woman clearly states that her favorite sport is swimming. She says, “I love swimming. It’s so relaxing and refreshing.”8、Listen to the short passage and answer the question.Question: How often does the speaker go to the library?A. Every day.B. Twice a week.C. Once a month.Answer: B. Twice a week.Explanation: The passage states that the speaker visits the library twice a week to borrow books and study. Specifically, it says, “I try to go to the library at least twice a week to borrow some books and find a quiet place to study.”9、Question: Listen to the dialogue and choose the correct answer.The man is going to the library to _______.A. borrow a bookB. return a bookC. read a magazineAnswer: AExplanation: In the dialogue, the man says, “I’m going to the library to borrow a book about history.” This clearly indicates that he is planning to borrowa book, hence the answer is A.10、Question: Listen to the short passage and answer the question. What time does the train arrive at the station?A. At 8:00 amB. At 9:00 amC. At 10:00 amAnswer: BExpla nation: The passage states, “The train leaves the station at 7:30 am and arrives at its destination at 9:00 am.” Therefore, the train arrives at the station at 9:00 am, making the correct answer B.11、Listen to the dialogue and choose the best answer to the question.Question: What time does the train leave for Shanghai?A. At 8:30.B. At 9:00.C. At 9:30.Answer: BExplanation: In the dialogue, the speaker says, “The train to Shanghai leaves at 9 o’clock sharp.” This indicates that the train leaves at 9:00 AM, so the correct answer is B.12、Listen to the short passage and answer the question.Question: What is the speaker’s favorite subject?A. Science.B. History.C. Math.Answer: AExplanation: In the short passage, the speaker says, “My favorite subject in school is science because I find it fascinating to learn about the natural world and how things work.” This clearly indicates that the speaker’s favorite subject is science, so the correct answer is A.13、Listen to the conversation and choose the best answer.Question: What time does the movie start?A. At 8:00 pm.B. At 8:30 pm.C. At 9:00 pm.Answer: BExplanation: The conversation states that the movie starts at “half past eight,” which transla tes to 8:30 pm.14、Listen to the short passage and answer the question.Question: What is the main idea of the passage?A. The benefits of exercise.B. The history of sports.C. The rules of a football game.Answer: AExplanation: The passage mentions the various physical and mental benefits of regular exercise, such as improved health, stress relief, and increased energy. Therefore, the main idea is the advantages or benefits of engaging in exercise.15、Listen to the dialogue and choose the best answer.Question: What time does the movie start?A. At 7:00 pm.B. At 7:30 pm.C. At 8:00 pm.Answer: B. At 7:30 pm.Explanation: In the dialogue, the speaker says, “The movie starts at 7:30 pm.” This directly answers the question, confirming that the movie start s at 7:30 in the evening.16、Listen to the short passage and answer the following question.Question: How does the speaker feel about the new book?A. Excited.B. Disappointed.C. Neutral.Answer: A. Excited.Explanation: The passage likely contains phrase s such as “I can’t wait to read it” or “I’m really looking forward to diving into this book,” whichindicate excitement towards the new book. This positive sentiment matches choiceA.17、Question: Listen to the recording and choose the correct answer to the question.What does the man want to do in the library?A. Borrow a book.B. Find a friend.C. Use the computer.Answer: AExplanation: The recording states, “Excuse me, I’d like to borrow a book on science fiction. Where should I go?” This indicates that the man wants to borrowa book, hence the answer is A.18、Question: Listen to the dialogue and fill in the missing word. Teacher: Can you tell me the_______of the poem?Student: It’s about the beauty of nature and the importance of pres erving it.Answer: themeExplanation: The question asks for the missing word in the teacher’s question. The student’s response suggests that they are discussing the central idea or “theme” of the poem. Therefore, the missing word is “theme”.19、Listen to the recording and choose the best answer to the question.Question: What time does the train leave for New York?A. At 8:30 am.B. At 9:00 am.C. At 9:30 am.Answer: BExplanation: The recording states that the train to New York departs at 9:00 am. Therefore, the correct answer is B.20、Listen to the conversation and fill in the missing word.Conversation:Student: Excuse me, could you tell me where the science lab is?Teacher: Sure, it’s on the_______floor.Answer: thirdExplanation: The teacher responds by saying “it’s on the third floor,” indicating that the science lab is located on the third floor of the building. Therefore, the missing word is “third.”二、阅读理解（30分）Title: The Importance of ReadingReading is a fundamental skill that opens up a world of knowledge and imagination. It has been a source of enlightenment and entertainment for countless generations. In today’s fast-paced world, where information is readily available at our fingertips, the importance of reading cannot be overstated.Firstly, reading improves our language skills. By exposing ourselves to avariety of texts, we expand our vocabulary, learn new grammar structures, and develop a better understanding of language nuances. This, in turn, enhances our ability to communicate effectively, both in written and spoken forms.Secondly, reading fosters critical thinking. As we read, we are presented with different perspectives, ideas, and arguments. We are forced to evaluate, analyze, and form our own opinions on these matters. This process sharpens our minds and helps us develop a more nuanced understanding of the world around us.Furthermore, reading provides a window to other cultures and experiences. Through literature, we can travel to far-off lands, experience different lifestyles, and understand the struggles and triumphs of people from diverse backgrounds. This cultural exchange broadens our horizons and makes us more empathetic and understanding individuals.Lastly, reading can be a source of relaxation and stress relief. A good book can transport us to a world far removed from our daily troubles, allowing us to unwind and rejuvenate. Reading before bed has even been shown to improve sleep quality.In conclusion, reading is a vital skill that benefits us in numerous ways. It improves our language abilities, fosters critical thinking, broadens our perspectives, and provides a source of relaxation. Let us all make a conscious effort to cultivate this habit and reap its many rewards.Questions:1.What is the main idea of the passage?A)The history of reading.B)The benefits of reading.C)The challenges of reading in today’s world.D)The evolution of reading materials.Answer: B) The benefits of reading.2.According to the passage, which of the following is NOT a benefit of reading?A)Improving language skills.B)Developing critical thinking.C)Reducing physical activity.D)Providing a window to other cultures.Answer: C) Reducing physical activity.3.What does the author suggest at the end of the passage?A)That we should read less to avoid stress.B)That we should only read before bed for better sleep.C)That we should make an effort to read more regularly.D)That the benefits of reading are overstated.Answer: C) That we should make an effort to read more regularly.三、完型填空（15分）Title: The Importance of Time ManagementAs students, we often find ourselves struggling to balance our studies, extracurricular activities, and personal time. This is where the art of time management comes in. Effective time management not only helps us complete our tasks efficiently but also (1)_______us to enjoy life more fully.Firstly, setting clear goals and priorities is the cornerstone of good time management. When we know exactly what we want to achieve, it becomes easier to allocate our time (2) _______. This involves identifying tasks that are urgent and important, as well as those that can be delegated or postponed.Secondly, creating a realistic schedule is crucial. A schedule should be flexible enough to accommodate unexpected events but also strict enough to ensure that we stick to our plans. By (3)_______a routine, we can avoidlast-minute rushes and stress.Moreover, learning to say “no” is an important aspect of time management. It might seem difficult at first, but understanding our limitations and recognizing when we are being overloaded with requests can help us prioritize our own needs and goals. Remember, it’s okay to decline invitations or assignments that don’t align with our priorities.Finally, taking breaks is vital for maintaining our mental and physical well-being. Continuously working without rest can lead to burnout and decreased productivity. By (4)_______time for leisure activities, we can recharge our batteries and return to our tasks with renewed energy.In conclusion, time management is a skill that every student should strive to master. By setting clear goals, creating a realistic schedule, learning to say “no,” and taking breaks, we can not only improve our academic performance but also enhance the quality of our lives.Answers:1.allows2.wisely3.establishing4.allocating/dedicating四、语法填空题（本大题有10小题，每小题1分，共10分）1、______ do you have for dinner?A. WhatB. WhereC. WhenAnswer: AExplanation: 题目询问的是晚餐吃的内容，询问内容常用疑问词”What”来引导。
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Developing Talent
• Many media companies prefer to develop its own training programs in their companies.
• The former UK newspaper group Thomson has been well-known for developing extensive training programs for newspaper talents.
• Media managers have to think more creatively in integrating content with marketing strategies for new business models that can match new trends and customers’ need in the media industry.
Management of “Creatives”
• But it is difficult to manage the “creative” people.
• In newspapers, there is a wall between the business people and the “creative people” (editorial staff) to save interfering for commercial interests.
Creativity and Media
• For a long time, creativity is essential to the success of a media firm. • The new technological change has “enlarged” that need.
• But a professional management of creative people is necessary to boost productivity and job satisfaction.
Attracting Talents
• Retaining good creative talents is also difficult.
Difference between creativity & innovation
• Creativity _ a bright idea that leads to the creation of a new product. • Innovation _ successful implementation of creative ideas into new products.
Expertise
A combination of knowledge of existing facts and experience
Motivation
Being motivated to do
something for own
satisfaction
Creativity skills
• The best way to have a good idea is to have many ideas. • Alternatives are necessary. If you have a variety of relevant ideas, then more likely to make connections that can lead to creativity.
• * But media organizations tend to increase critical mass, synergies or economies of scale. • * Tend to impose a tighter management control that suffocates creativity.
Focus on successful implementation
Lead to the creation of a new product
Implement creative ideas into products
Creativity: components
• Successful introduction of new programs or products for a media company depends on having a creative idea _ a SPARK… • Develop that idea further…
• Study reveals that the higher the levels of product creativity, the higher the media firm’s ability to satisfy its customer needs, and enhance competitive edge.
• 3. Critical acclaim _ industry awards, e.g. Oscar awards in movie world. • 4. Creative product _ meet its strategic objectives and work within budgets.
Creativity and Media
• In general, creativity is central to all organizations, especially for media companies. • Success of a media firm is rooted in quality of creative content.
Defining creativity
• 1. Original, novel or unique.
• 2. Commercial success, e.g. if an original product can only please people who have created it, but not perceived by customers, it cannot be a successful creative product.
Motivation
• Intrinsic motivation _ motivated to do something for self-satisfaction. • In contrast, external motivation is from outside _ rewards or extra bonus.
Creative People
Raman Hui (許誠毅) creator of Shrek with PIXAR
Miyazaki Hayao (宮崎駿) Japanese animator and director
Defining Creativity
• Theories of organizational creativity provide a definition of creativity: • “A product or response will be judged as creative:
• ( a ) it is novel…
• ( b ) the task is heuristic (of practical use)
What is creativity?
• “Creativity is just connecting things…connecting people…” according to Steve Jobs on creativity.
Expertise
• Expertise is a combination of knowledge of existing facts in a specific area and the experience to find a solution to problems. • Expertise very often accumulates from experience.
• Talent jumps from one company to another to get better pay or position.
• The real challenge is to create a work environment that can keep talents to stay while motivating talented people outside to join.
• BBC also manages top creators’ careers by rotating them in different areas.
Motivating Talent
• Creative staff are motivated by the intrinsic valuork environment
1. Encouragement:
• * creativity needs explicit encouragement
• * real value of project be clear _ good or bad?
2. Challenge:
• Innovation can be defined as “commercialization of something new”.
Innovation VS Creativity
creativity
innovation
Focus on the inspiration ---the “bright idea”
• * Creative people love to work for challenges and accomplishment.