打开创新人才培养的“黑箱”:创新性问题解决的过程模型与技术赋能

Unlocking the“Black Box”of Innovative Talent Development:A Process Model of Innovative Problem Solving and Technological Empowerment

创新人才培养是国之大计,创新创业教育是创新人才培养的重要路径,而创新性问题解决则是创新人才培养的关键内核。一直以来,学界对创新性问题解决过程缺乏认识论层面的学理论证,尤其对“知识—思维”在创新实践场域的整体性理解不足,对技术赋能创新性问题解决的作用机制亦不明晰,由此导致创新人才培养的实践效果欠佳。基于信息加工理论、皮亚杰发生认识论、SOLO分类理论以及创业思维与行动理论,创新性问题解决过程可概括为一个包括前—零散结构、单点—横向结构、多点—交叉结构、关联—多向结构、抽象拓展—综合结构的五级层次结构。该结构旨在揭示实践场域中知识与思维的双螺旋进阶机制,其所体现的思维结构层次性也有助于与实践的联通。在具体操作层面,创新性问题解决过程可以进一步演绎为一个包括现象分析(Phenomenon)、问题探索(Problem)、方案设计(Plan)、原型迭代(Prototype)、价值推广(Promotion)的“5P珠串模型”。立足于创新创业教育,技术赋能创新性问题解决过程的深层作用机制可从过程效用和主要特性两个角度剖析:过程效用体现在技术赋能实践场域构建、学习过程支持、教学提质增效等方面,主要特性表现为技术为创新问题解决提供了路径适应性、方案综合性、成果可视性、评价多元性。

The cultivation of innovative talents is a crucial national undertaking,with the innovation and entrepreneurship education as the significant pathway,and innovative problem solving as the fundamental core.However,the academic community has always lacked a theoretical foundation at the epistemological level regarding the process of innovative problem-solving.Specifically,there has been an insufficient overall understanding of the“knowledge-thought”dynamic within the field of innovative practice,as well as a lack of clarity concerning the mechanism through which technology facilitates innovative problem-solving.Consequently,the practice of cultivating innovative talents has been less than satisfactory.Drawing upon Information Processing Theory,Piaget’s Constructivist Theory,SOLO Taxonomy Theory,and Entrepreneurial Thinking and Action Theory,the process of innovative problem-solving can be delineated as a five-tier hierarchical structure.This structure encompasses stages such as the Pre-Scattered Structure,Single Point-Horizontal Structure,Multi Point-Cross Structure,Interrelated Multi-Directional Structure,and Abstract Expansion-Integration Structure.The primary aim of this model is to elucidate the dual spiral advancement mechanism of knowledge and thought within the practical domain,with the hierarchical nature of thought structures facilitating their alignment with practice.At the practical level,the process of innovative problem-solving can be further elucidated through a“5P Beaded Model”,including phases such as Phenomenon Analysis,Problem Exploration,Plan Design,Prototype Iteration,and Value Promotion.Based on innovation and entrepreneurship education,the underlying mechanism of technology-enabled innovative problem-solving can be analyzed from two perspectives:process utility and key characteristics.Process utility is manifested in areas such as the construction of practice domains empowered by technology,support for the learning process,and the enhancement of teaching quality and efficiency.The key characteristics are manifested in technology providing path adaptability,solution integration,outcome visibility,and multifaceted evaluation for innovative problem-solving.