缺乏创造力英语

1. 没有创造力英语怎么说

lack creativity
He lacks creativity.

2. 如何提高创造力英语作文

一般
有极大得分点：
1. 题目要特别：可以标题就亮出自己的观点；或者用一些比较独专特的谚语什么的。
2. 三段论属：第一段说官话，稍微说几句后，最后一句亮出自己观点；第二段展开说，把自己的观点分成几小点（2-3个为佳），逐一分析，最好每个都加个小例子；第三段总结，不用太长，最好和第一段相呼应，再强调一下你的题目。
3. 连接词：这个很重要的。连接词要翻新，不要老用一个词，老师会觉得你词汇量不行，
。however；therefore；first of all；on the one hand, on the other hand；in addition；besides； all in all ...多用哈。肯定加分的~~

最后要强调的是，最好不要出现低级的语法错误，不然总体印象分很不好的。
好啦，希望能帮上你。祝你作文高分哈~~

3. 激发创造力用英语怎么说

激发创造力:stimulate creativity

例句
We will implement the "Four Respect" policy to stimulate creativity;

主要包括：全面贯彻“四尊重”方针，充分激发创造活力；

This is because you can laugh more sensitive to capture the life of a marginal fun and fresh, thus stimulate creativity.

这是因回为，大答笑让你能更敏锐地捕捉到生活中的乐趣和新鲜的细枝末节，从而激发出创造力。

Organizational unity is a company's ability to overcome challenges, stimulate creativity and achieve peak proctivity and profitability.

组织的团结是保证一个企业有能力克服挑战，激发创造性并获得有效的高生产率的保障。

4. 英语翻译 科技的进步确实使得人们变得越来越没有创造力了

Progress of science and technology become more and more people did not make the creative

5. 创造力为什么重要 英语作文

In business if you can find a way to provide something faster, cheaper and better than your competition eventually you will become the leader, and others will be competing against you.

A good example of this is Amazon.com
Before Amazon, most books were sold in a bookshop, and as a result there was a limited amount of space to store those books and a limited radius of potential customers.
However Amazon decided to stock their books in a giant warehouse and sell them over the Internet. Because they were no longer limited by space or location, they could now offer a greater selection of books, at a lower cost and to more people.
This one simple idea gave Amazon the advantage and made them a success in what was already a competitive market. They are now the leaders in their field.

Like Amazon, your ability to generate new ideas and think of new ways to do something, will be an extremely important factor in determining the level of success you achieve

Remember, all you have to be is a little bit better than someone else, and if you can think of ways to do this, you will succeed in virtually any endeavor you undertake.

6. 学校总是扼杀创造力吗英语作文

TED（Technology、Entertainment、Design的缩写）大会的宗旨是“用思想的力量来改变世界”，它于1984年由理查德·温曼和哈里·马克思共同创办。每年来自全球不同学科的顶尖学者与实践者们会云集该大会，将自己的研究成果凝聚在一个18分钟的演讲里。演讲内容涵盖科学、艺术、政治、建筑、音乐等。
Ken RobinsonKen Robinson，全球知名创新与创造力专家，在开发创造性和创新能力方面是国际公认的领袖人物。本文节选自他在TED大会论坛上就创建一个呵护而非摧残创造力的教育体系而发表的演讲，语言深入浅出、发人深思。

We’ve all agreed on the really extraordinary capacity that children have, their capacities for innovation. And my 1)contention is, all kids have tremendous talents and we 2)squander them, pretty ruthlessly. So I want to talk about ecation and creativity. My contention is that creativity now is as important in ecation as literacy, and we should treat it with the same status.
我们一致认同，孩子拥有超凡的才能，或者说创新能力。我认为：每个孩子身上都蕴含着巨大的才能，却被成人无情地磨灭了。因此，我想谈谈教育和创造力。我相信在当今这个时代，创造力在教育中的地位同读写能力一样重要，理应得到同等程度的重视。

I heard a great story recently, I love telling it, of a six-year-old girl who was in a drawing lesson. The teacher said usually this little girl hardly paid attention, but in this drawing lesson she did. The teacher was fascinated and she went over to her and said, “What are you drawing?” and the girl said, “I’m drawing a picture of God.” And the teacher said, “But nobody knows what God looks like.” And the girl said, “They will in a minute.”
前些日子我听到了一个很棒的故事，我喜欢逢人就讲。有个6岁的小姑娘在上绘画课。她的老师说，这个小姑娘上课一向不怎么专心，而这次却不同。老师很好奇，于是走过去问小姑娘：“你在画什么？”“我在画上帝”，小姑娘答道。老师不解：“可是从来没有人知道上帝长什么样啊！”小姑娘答道：“等我画好他们就知道了。”

Picasso once said that all children are born artists. The problem is remaining an artist as we grow up. I believe passionately that we don’t grow into creativity, we grow out of it. Or rather we get ecated out of it. So why is this?
毕加索曾经说过：每一个孩子都是天生的艺术家。问题在于我们长大之后能否继续保持着艺术家的个性。我坚信，随着年龄的增长，我们的创造力并非与日俱增，反而是与日俱减。甚至可以说，我们的创造力被教育扼杀了。怎么会这样呢？

Every ecation system on earth has the same hierarchy of subjects—every one; it doesn’t matter where you go, you’d think it would be otherwise but it isn’t. At the top are mathematics and languages, then the 3)humanities, and the bottom are the arts. Everywhere on earth. There isn’t an ecation system on the planet that teaches dance every day to children the way we teach them mathematics. Why? Why not? I think this is rather important. I think maths is very important but so is dance. Children dance all the time if they’re allowed to, we all do. We all have bodies, don’t we? Truthfully what happens is, as children grow up we start to ecate them progressively from the waist up. And then we focus on their heads. And slightly to one side.
世界上所有的教育系统都有着相同的学科体系，无一例外。你会想肯定有某个地方会例外的吧，可是无论你走到哪都是这样。位于顶端的是数学和语言，接着是人文学科，处在最底端的是艺术。全球普遍如此。在这颗星球上没有一个教育系统会像上数学课一样天天给孩子们上舞蹈课。为什么？为什么不这样？我觉得这非常重要。我知道数学很重要，但是舞蹈也同样重要啊。如果获得允许，孩子们可以整天跳舞，我们也是。我们都有身体可以舞动起来，不是吗？现实中的真相是：随着孩子们在长大，大人们开始逐步地训练他们，首先是腰部以上的部位，然后是集中训练他们的大脑，并且渐渐地有点偏向大脑一侧。

If you were to visit ecation as an alien and say what’s it for, public ecation, I think you’d have to conclude (if you look at the output, who really succeeds by this, who does everything they should, who gets all the 4)brownie points, who are the winners) the whole purpose of public ecation throughout the world is to proce university professors. Isn’t it? They’re the people who come out on top. And I used to be one, so there. And I like university professors, but you know, we shouldn’t hold them up as the 5)high-water mark of all human achievement. They’re just a form of life, another form of life. But they’re rather curious and I say this out of affection for them, there’s something curious about them, not all of them but typically, they live in their heads, they live up there, and slightly to one side. They’re 6)disembodied. They look upon their bodies as a form of transport for their heads, don’t they?
假设你是一位外星来客，来考察地球上的教育，想知道公共教育究竟有何作用。在得出结论之前，我建议你先看看公共教育的产物，看看究竟是谁通过教育获得成功？是谁中规中矩地完成了使命？是谁得到了所有的赞许？又是谁成了最后的赢家？我想你会由此得出结论：全球公共教育的目的完全在于培养大学教授，不是吗？他们是教育体制最高端的产物。我过去也曾是其中一员，嗯，我喜欢大学教授们。不过，你知道，我们不应该将他们推崇为全人类最大的成就。他们所代表的仅仅是一种生活方式，另一种不同的生活方式。不过大学教授们还是蛮古怪的，我是出于对他们的喜爱才这么说的，虽然不是所有大学教授都这样，但他们的确有些奇特，典型表现为：他们生活在自己的思维里，住在自己的大脑中，而且还略偏向于大脑一侧。他们崇尚精神世界，躯体在他们看来不过是思维的承载工具，不是吗？

In the next 30 years, according to 7)UNESCO, more people worldwide will be graating through ecation than since the beginning of history. More people, and it’s the combination of all the things we’ve talked about—technology and its transformation effect on work, and demography and the huge explosion in population. Suddenly degrees aren’t worth anything. Isn’t that true? When I was a student, if you had a degree, you had a job. If you didn’t have a job it’s because you didn’t want one. And I didn’t want one, frankly. But now kids with degrees are often heading home to carry on playing video games, because you need an 8)MA where the previous job required a 9)BA, and now you need a 10)PhD for the other. It’s a process of academic inflation. And it indicates the whole structure of ecation is shifting beneath our feet. We need to 11)radically rethink our view of intelligence.
根据联合国教科文组织的统计预测，未来三十年内全球的教育系统毕业生人数将达到历史之最。高科技及其对工作性质的改变影响，人口以及人口大爆炸，这些我们提及过的因素加在一起将导致毕业生越来越多。学历突然缩水了。难道不是吗？我上学那会儿，只要你有一纸文凭，你就有饭碗。如果你没有工作，那是因为你不想要。坦白说，我当时就不想要（作者的自嘲）。可现在有学历的毕业生们却常常待业在家打游戏，因为工作岗位的学历要求都升级了，过去需要学士的岗位现在开始要硕士了，过去要硕士的岗位现在要博士了。这是个“学历膨胀”的过程。这一过程说明了整个教育体系正在我们眼下经历着重大转变。我们需要从根本上重新审视自己的智能观。

We know three things about intelligence: One, it’s diverse. We think about the world in all the ways we experience it. We think visually, we think in sound, we think 12)kinesthetically. We think in abstract terms, we think in movement.
我们知道智能有三大特点：第一，智能具有多元性。我们运用各种体验方式来认知世界，比如视觉、听觉、触觉、抽象化、动态化等等。

Secondly, intelligence is dynamic. The brain isn’t divided into compartments. In fact, creativity, which I define as the process of having original ideas that have value, 13)more often than not comes about through the interaction of different 14)disciplinary ways of seeing things.
第二，智能具有交互性。大脑并不是由相互隔绝的单元组成的。事实上，创造活动往往就诞生于各学科看待事物的不同方式所产生的交互作用，在我看来，创造就是“有价值的原创思想的产生过程”。

And the third thing about intelligence is, it’s distinct. I’m doing a new book at the moment called Epiphany which is based on a series of interviews with people about how they discovered their talent. I’m fascinated by how people got to be there. It’s really 15)prompted by a conversation I had with a wonderful woman who maybe most people have never heard of, Gillian Lynne. She’s a 16)choreographer. She did Cats, and Phantom of the Opera, she’s wonderful. Gillian and I had lunch one day and I said, “Gillian, how’d you get to be a dancer?” And she said it was interesting, when she was at school, she was really hopeless. And the school, in the 30s, wrote her parents and said, “We think Gillian has a 17)learning disorder.” She couldn’t concentrate, she was 18)fidgeting.
第三，智能具有独特性。目前我正在写一本新书，叫做《悟》，是根据一系列人物访谈写成的，主题围绕“你是如何发现自己才能的？”。我对人们的自我发现很感兴趣。事实上，写这本书的念头源自我和一位出色的女士之间的对话，也许这里大部分人没有听说过她，她叫吉莉安·林恩，是一名舞蹈指导，曾经给歌舞剧《猫》、《歌剧魅影》编排舞蹈，非常棒的一位女士！有一天我和吉莉安一起吃午餐，我问她：“吉莉安，你当初是怎么走上跳舞这条路的？”她告诉我，其中的故事还蛮有趣的。当年她在学校时，大家都说她没得救了。那还是在上世纪三十年代，学校写信给她父母说“我们认为吉莉安有学习障碍”。那时候的她无法集中注意力，总是坐立不安。

Anyway, she went to see a 19)specialist in an oak-paneled room with her mother and she sat on her hands for 20 minutes while this man talked to her mother about all the problems Gillian was having at school. In the end, the doctor went and sat next to Gillian and said, “Gillian I’ve listened to all these things that your mother’s told me, and I need to speak to her privately. Wait here, we’ll be back, we won’t be very long,” and they went and left her.
后来她妈妈就带着她去看专科。那是一间铺着橡木地板的诊室。吉莉安把双手压在屁股下，耐住性子坐了20分钟，这段时间里医生和她妈妈谈论了她在学校里出现的种种问题。最后，医生走过来坐在吉莉安身边对她说：“吉莉安，你妈妈和我讲了你的所有事情，现在我要和她私下谈谈。在这儿等着，我们很快就回来。”于是他们就留下她出去了。

But as they went out the room, he turned on the radio that was sitting on his desk, and when they got out the room, he said to her mother, “Just stand and watch her.” And the minute they left the room, she said, she was on her feet, moving to the music. And they watched for a few minutes and he turned to her mother and said, “Mrs. Lynne, Gillian isn’t sick; she’s a dancer. Take her to a dance school.” Somebody else might have put her on medication and told her to calm down.
就在他们离开房间的时候，医生拧开了他桌上的收音机。走出房间后，医生对吉莉安的妈妈说道：“就在这儿观察一下她”。吉莉安说，他们刚离开房间她就站了起来，随着音乐移动步子。在外面观察了几分钟后，那位医生转向她妈妈说道：“林恩夫人，吉莉安并没有生病，她是个天生的舞蹈家。送她去舞蹈学校吧。”（感谢当年那位医生，）换了别人或许会对吉莉安进行药物治疗，并告诉她要平静下来。

I believe our only hope for the future is to adopt a new conception of human ecology, one in which we start to reconstitute our conception of the richness of human capacity. Our ecation system has mined our minds in the way that we 20)strip-mine the earth, for a particular commodity, and for the future, it won’t serve us.
我认为我们未来唯一的希望在于创设一种新的人文生态构想，唯有在此构想上才可重新认识到人类能力之丰富。如同获得商品的欲望驱使人类掠采矿物资源，现行的教育体制也正以此道压榨着我们的智力，而这种压榨并不能造福人类社会。

We have to rethink the fundamental principles on which we’re ecating our children. And our task is to ecate their whole being, so they can face this future—by the way, we may not see this future, but they will. And our job is to help them make something of it.
我们必须重新思考我们教育孩子的基本原则。我们的任务是教育所有的孩子，以便他们能够面对未来——顺便提一下，这个未来或许我们是看不见了，但是他们可以，我们的工作就是帮助他们战胜未来的挑战。

7. “有创造力的”英文是什么

有创造力的英文是creative。

creative

英 [kriˈeɪtɪv]美 [kriˈetɪv]

adj.创造性的，有创造力的；有创意的，创新的，创造的；

n.（非正式）创意人士；

(7)缺乏创造力英语扩展阅读

1.Some thought must be given to the method of validation.

一些想法必须通过验证法加以证实。

2.For him, the rest of the decade was acreativewrite-off.

对他来说，这个十年所余下的时间是一段创作空白。

3.Creativepeople are usually very determined and thrive on overcoming obstacles.

富有创造力的人一般都意志非常坚定，能不断克服困难，事业蒸蒸日上。

4. Hiscreativedrive has been strangled by his sense of political guilt.

他的创造欲望已被他的政治负罪感扼杀了。

5. This validation process ensures that the data conforms to acceptable formats.

这一确认过程可以保证这些数据符合认可的格式。

8. 创造性不够用英语怎么说

in lack of creativity.

9. 如何培养创造力.英语作文

创造力的培养概括为以下几个方面
①激发求知欲和好奇心，培养敏锐的观察力和丰富的想象力，特别是创造性想象，以及培养善于进行变革和发现新问题或新关系的能力;
②重视思维的流畅性、变通性和独创性;
③培养求异思维和求同思维;
④培养急骤性联想能力。急骤性联想是指集思广益方式在一定时间内采用极迅速的联想作用，引起新颖而有创造性的观点。有效发挥孩子的创造才能方法
想帮助孩子最大程度地发展他们独特的天赋和才能?有没有一种思维方法可以让孩子终生受益?下面这些方法的奇特之处就在于，它们不仅能极大地开启孩子的创造力，而且是帮助孩子建立起灵活有效的个性化学习体系的实用方案。 No.1 欢迎来到“为什么”时代 孩子的小脑袋里总是藏满了问题，当他们皱着眉头，一脸急切地来问 “为什么”时，我们自然的反应就是尽力给他们答案。提供答案固然可以增加孩子的知识量，但是如果孩子总在被动地接受这些彼此孤立的知识，思维能力很难得到提高。 如果换一种对答方式:“为什么?”“你认为呢?”“你怎么想到的?”“那样又会怎么样呢?”能帮助孩子探索得更多。另外，孩子在思考这些问题时需要回想以前的经验进行推理，这能帮助他们提高独立思考的能力和学习能力。 尝试一下:找到孩子感兴趣的话题，忍住告诉孩子答案的冲动，在孩子的“为什么”之后，随即把问题反问回来:“这真是个好主意，你觉得呢?”你会发现，这种启发式的反问使孩子的小脑瓜开始运转起来，他完全被他自己提出的问题所吸引，饶有兴趣地跟你讨论，甚至在讨论结束后兴致仍然高涨。 这种鼓励思考的对答一般在孩子2~3岁时即可进行。你要做的是，根据孩子的理解水平来调整提问的深度，在愉快的对话中，指导孩子从已有的经验中得到新的主意。 No.2 张开想象的双翼 这个训练通常也会被称作“异想天开”。童年是充满幻想的时期。在我们看来，孩子的想象也许有些可笑和不切实际，但一旦他们可以“异想天开”，不按部就班地人云亦云，可贵的创造性思维模式就开始形成。 No.3 新眼光看平常事 如果说4是8的一半，通常人们会回答说:“是。”如果接着再问:“0是8的一半，对吗?”经过一段思考的时间后，大多数人才同意这一说法(8是由两个0上下相叠而成的)。这时如果再问:“3是8的一半，是吗?”人们很快就会看到将8竖着分为两半，则是两个3。 摆脱固有的思维模式是创造性思维的起点。当我们学会转换思维的角度，就会更好地看到问题情境之间的关系，才能更有效地发现创造性地问题解决之道。 让孩子用新的眼光来重新认识身边一些习以为常的事物，是培养创造性思维的基础。孩子一旦习惯于这种思维过程，当再次遇到不熟悉的问题时，他就会想到用不同的思维方式来为自己遇到的新挑战、新情景或新问题找到解决方案。 下面的活动可以帮助孩子进一步了解和尽可能发挥这种能力。 No.4 质疑:真的还是假的? 创造性思维的另一个特征是对已知不断发出疑问:真的还是假的?从而寻求新的可能性。如果孩子习惯于批判性地深入思考问题，那么他们的思路就会更开阔、灵活。 当孩子对问题给出了他们自己的看法后，再让他们说出并支持与之对立的观点，可以使他们意识到不同的思维模式。在下面的活动中，孩子将学会如何这么做。 No.5 别让“不”绊倒孩子 自信是孩子不断进步的前提。有了自信，孩子就会变得勇敢，甘愿冒险。而当你对孩子说“不”时，可能阻止了孩子很了不起的主意。这会让孩子沮丧，让他觉得自己很笨，越来越自卑。 无论在任何时候，都要鼓励、赞扬孩子，避免让“不”束缚、限制住孩子的创造力。 同时也要引导孩子对各种可能性的事说“是”，说“为什么不”，而不是“我不能”。然后集中精力对自己的想法进行验证。伟大的创造往往就是这样诞生的。 No.6 一二三，向后转 善于创造性思维的人经常尝试用与常人相反的方式进行思考，这就是逆向思维。逆向思维能够打破条条框框，在别人认为不可能地方和别人没有注意到的地方有所发现、有所建树。 有人落水，常规的思维模式是救人离水，而司马光灵机一动，用石头把缸砸破，让水从破缸中流出，从而救起了小伙伴，就是运用了逆向思维。 逆向思维可以解脱大脑中固有模式的束缚，在你需要创造出一些你无法描绘、或者无法见到的事物时，帮助你拓宽思路，充分发挥自己的创造力和想象力。 No.7 开启孩子的感知世界 孩子只有在他们自己支配和主宰的环境中创造的火苗才能被激发出来，所以，我们要尽量提供给他们看、摸、尝试、学习，及自我表现和动手操作等多种机会。这会大大开启他以前没有尝试过的想法与念头，也是提升孩子创造力的一个关键。 为了给孩子提供这样的机会，我们的责任是: 给孩子提供一个不受时间、空间和材料限制的，有挑战性、有吸引力的环境。所有活动的选择都要与孩子特定的年龄和发展阶段相适应。对孩子来说，最好的活动是操作性和开放性的，重要的是过程而不是结果。