智力高,创造力也高,持这信念者还大有人在。但是有经验的教师都知道,这信念是盲目的。不从经验而用实验予以区别的,数这里的这篇文章为最初的尝试。它的结论。被后来的更严密的实验(如托兰斯、沃利奇和科根)所增强或者削弱,但迄今未被推翻,因此它是经典性的。辨别创造力的测验,本身就是实施创造性教育,是这教育过程的一个组成部分。我国教育界现在是很重视创造教育了,但是还很少发表这种测验的实验报告。那么译登这篇文章就不仅因为它的历史意义:从这里开始,了解以往在这领域的探索是必要的,从这里开始,撇开已有的实验自辟新境大概更可能些,这里或者也是发散思维的出发点。——译者 High intelligence, creativity is high, there are still many people who hold this belief. But experienced teachers all know that this belief is blind. This article from here is an original attempt to differentiate itself from experimentation. Its conclusion. It has been enhanced or weakened by later more rigorous experiments (such as Torrance, Worikid and Kogan) but has not been overthrown so far, so it is classic. The test of discernment of creativity is itself a part of the educational process of implementing creative education. Education in our country now attaches great importance to creating education, but few experiments have been published on such tests. It is not merely because of its historic significance: From here, it is necessary to understand past explorations in this field. From here, it is probably more likely that the existing experimental excuse will not be excused, and here or it may be The starting point for divergent thinking. - translator