随着数智时代的到来、新质生产力的提出，创造力的培养日益成为高等院校培养新质人才的重要一环。立足于高等教育的发展现状，“什么影响创造力的养成？”“为何革新创造力的养成”“如何促进创造力的养成？”正是本文力图探索的时代课题。因此，本研究将以厘清创造力的理论为基础，运用质性研究的方法，探析影响创造力养成的关键维度，并为促进大学生的创造力构建共性的心智模型，进而探索教学评管共生的育人模式，通过以大师教之、以大道管之、评之为大用，学之为大人，激发更强的创造动力、创造活力，挖掘更深的创造潜力、创造效力。通过研究，可以发现：（1）创造力的养成是主观与客观相互作用的统一体。在个体选择与环境形塑的运行机制中，创造力的养成具有互动性、成长性与持续性。（2）传统分科下的创造力养成是在二元思维影响下的产物，具有人为建构的成分以及迭代更新的需求。（3）创造力的养成是综合性、系统性的教育工程，整体的实现既需要多方力量的协同参与，也需要多重环节的联通配合。

With the advent of the age of digital intelligence and the proposal of new quality productivity, the cultivation of creativity has increasingly become an important part of the cultivation of new quality talents in higher education institutions. Based on the current development of higher education, "What affects the development of creativity?" "Why revolutionize the development of creativity?" "How to promote the development of creativity?" is precisely the topic of the times that this paper seeks to explore. Therefore, this study will be based on clarifying the theory of creativity, applying the method of qualitative research, exploring the key dimensions affecting the development of creativity, and constructing a common mind-set model for the promotion of college students' creativity.And then this study will explore the symbiosis of teaching, evaluation and management as a mechanism of educating people.By teaching with great wisdom, governing with great principles, evaluating for great utility, and learning to become a great man, this mechanism will be conducive to stimulating stronger creative motivation and vitality, as well as tapping deeper into creative potential and effectiveness. Through the research, we can find that: (1) the development of creativity is a unity of subjective and objective interactions. In the operating mechanism of individual choice and environmental molding, the cultivation of creativity has interaction, growth and continuity. (2) The development of creativity under the traditional division of subjects is a product of dual-opposition thinking, with artificial construction and the need for iterative renewal. (3) The development of creativity is a comprehensive and systematic educational project, the realization of which requires the concerted participation of many parties and the coordination of multiple links.