简析儿童的创造性及其培养

我国有关创造性培养的实践和研究所表现的局限反映出人们对儿童创造性特点缺乏全面的理解。根据国内外相关研究，儿童的创造常常表现为一些不符合常规的举动和语言。要保护和发展儿童的创造性。首先要创设充满尊重与接纳的心理环境，尤其要对儿童的“非常”表现给以理解和肯定；其次要提供能让儿童运用多种感觉通道进行自主探索的多种活动材料，并引导儿童扩展观察视角，尝试从多种不同的角度分析和比较事物。此外还需要以高水平的创造成果给儿童提供示范。     

美术教学活动中如何培养幼儿的创造力

《幼儿园教育指导纲要》指出:"艺术活动是一种情感和创造性活动。幼儿在艺术活动过程应有愉悦感和个性化的表现。教师要理解并积极鼓励幼儿与众不同的表现方式,注意不要把艺术教育变成机械的技能训练。"因此,教师要在幼儿园美术教学活动中,尽可能地为幼儿提供多种美工活动材料,充分运用多种表现手段,促使幼儿主动参与,激发他们对美好事物的表现欲望和创作冲动,鼓励他们大胆运用不同的表现方式来表现美、展示美、创造美,体现个性化,使美术活动成为儿童爱玩的"游戏",使幼儿能运用"绘画"这种语言来表现创造自己身边的世界,成为懂得欣赏、自信、乐于表现的小"艺术家"。     

儿童创造性人格的研究新进展

儿童创造性人格的研究已成为当前发展心理学的研究热点之一。已有研究揭示,创造性人格是智力因素与非智力因素的统一,呈现出多维度、多特质的结构;不同创造性人格类型倾向的个体存在差异性的创造潜能,其发展特征和表现侧重点受多种因素影响。对儿童创造性人格的研究有助于了解儿童人格、社会性及创造力等方面的发展本质和因果机制,同时也为其培养提供理论依据和实践指导,文章从创造性人格结构、发展特点及其影响因素进行了述评,并提出了新的研究思路和未来研究展望。     

创造教育讲座之四：创造素质十要素

创造理论认为，人的创造力是多种素质的综合表现，是一种复杂的现象。它以科学素质为基础，以创造性思维为核心，以创造性人格做支撑，以创造技能技法和创造实践为依托。涉及的因素很多。所以研究创新精神与创造力的培养，研究创造教育，要特别强调综合创造素质，强调多种因素的综合作用。     

论儿童期家庭教育与创造性发展

人创造性发展的表现时期和所受的家庭教育并不相关。有多种因素影响创造性发展的，其中家庭教育在人的创造性发展中具有重要作用，但这种作用很复杂，既有积极作用，也可能有消极作用。父母可以通过一定的家庭教育手段培养儿童的创造性，发挥儿童创造潜能。     

谈幼儿创造性思维能力的培养

创造性思维是一种复杂的心理过程。从儿童心理学的角度来看,幼儿阶段是培养人创造性思维能力的一个关键时期。下面,笔者结合教学实践就培养幼儿创造性思维能力的策略谈一些自己的认识。一、提供多种操作材料创造性思维不可能凭空产生,其主要来自于对事物本质的认识、理解,有的则来自于生活经验的积累。幼儿的创造性思维活动需要借助感性材料来进行。为此,教师要注重为幼儿提供多种操作     

创造性是人的一种基本德性

生活德育论认为：创造性是人的一种基本德性。人和人的生活,就是由他自己创造的。创造性关涉人之为人的根本,是成就为人的必不可少的德性。人学范畴的创造,就是在对美好生活追寻中,不断赋予生活以新的价值和意义。创造的本质就是“给予”。离开了人学的根据,仅仅在经济技术的范畴内理解和发展人的创造性,很可能给生活带来灾难。教育要正确理解和敞开人的创造性。要重构当今“反创造”的学校教育。     

在家庭教育中如何培养孩子的创新能力

若想使儿童具有创新能力,就要从小培养他们的创造性思维.创造性思维是指在创造活动中所特有的思维过程,是思维活动的特殊形式,是多种思维形式的综合表现.     

情境教学 快乐课堂——优化音乐课堂之我见

音乐课程标准指出：音乐是一门极富创造性的艺术。在音乐教学中,处处都有发挥学生创造性的机会。教师应将创造力的培养贯穿于各个教学领域,要启发学生创造性地进行艺术表现,不要用＂标准答案＂去束缚学生。同一个练习,可能有多种答案;同一首歌曲,可能有多种处理方法;同一首乐曲,可能有多种理解。应重视音乐实践中的创造过程,培养和鼓励学生的创造精神。     

如何在音乐教学中拓展学生的艺术创造能力

音乐教育的突出特点和最大优势就是能唤醒、激活。儿童天生就有音乐创造潜能,教师在课堂教学中应启发儿童对音乐的创造潜能,激发儿童的创造动机,拓展儿童的创造能力,启发儿童全身心地投入到美丽动人的音符世界中,在体验、感受、表现中拓展学生艺术创造性思维。本文以湖南版小学音乐课     

儿童钢琴学习的价值、特点及其教育

儿童学习钢琴可以开发智能,陶冶情操,提高记忆力和创造思维的能力。针对儿童学琴的特点,教师要注意激发他们学琴的兴趣,选择适合其生理心理特点的教材,并营造良好的学琴环境。与此同时,教师和家长应当注意不要过分强调孩子自身的学琴条件,孩子学琴的年龄不是越早越好,不要一味地追求考级,教学方法切忌简单化。     

Children and creativity: A most (un)likely pair?

This article addresses the question of whether children are or are not creative by exploring the assumptions underlying each possible answer. It is argued that our position regarding children's creativity steams from larger systems of representation concerning children on the one hand, and creativity on the other. Arguments for and against the idea that children can be creative are then considered from four different perspectives: the product, process, person and press factor. On the whole, children's creativity is accounted for in terms of a particular ‘reading’ of children as active and interactive beings and of creativity as a social and cultural phenomenon. In contrast, children's lack of creative expression is linked with a passive and receptive image of the child and with theorising creativity through the lenses of the genius and of great creations. In the end, the benefits of acknowledging children's creativity are considered for child and developmental psychology, for creativity research and for educational practices.     

Teaching Kindergarten Children to Solve Word Problems

A kindergarten teacher's practice was investigated in order to understand her knowledge of her children's mathematical thinking, the ways in which she acquired that knowledge, and the uses she made of that knowledge in making instructional decisions. The focus of the investigation was the teacher's knowledge of her children's thinking about numbers, including counting and addition, subtraction, multiplication, and division. The teacher had attended Cognitively Guided Instruction workshops at which she had the opportunity to learn about research on children's mathematical thinking. She gathered information on her own children's thinking by posing word problems, listening to children as the described their strategies for solving the problems, and talking to other adults about her children. She used that information to select problems to pose in subsequent lessons.     

生命哲学视野下对学前儿童教学的审思

生命哲学是一种非理性的哲学思潮,它比较关注体验、理解、直觉以及人的生命和生活等.生命哲学中蕴含着丰富的教学理念:教师应转变教学观念,实现教学超越,让儿童成为学习的主人;重视儿童的生活体验,让儿童在教学中自由和谐发展;重视儿童创造性,让儿童成为教学的参与者;关注儿童现实生活,培养儿童直觉意识;以儿童生命发展为本的多媒体教学观.用生命哲学的视角对当前我国学前儿童教学的目的、过程、手段等几个方面进行审思,无论对幼儿教学事业的发展还是幼儿自身的健康成长都具有重要的价值和意义.     

中美幼儿交往冲突与教师管理的跨文化比较

幼儿交往冲突和幼儿交往冲突管理是幼儿园日常生活中的常见内容。交往冲突及冲突解决方法直接影响到幼儿社会性的发展。本研究通过对中美幼儿交往冲突和幼儿教师管理冲突方式的比较,发现受文化、传统、价值观等诸因素的影响,两国幼儿和教师在处理冲突的方法上存在差异。为提高幼儿解决冲突的能力,幼儿教师在加强幼儿交往技巧训练和规则意识培养的同时,应注重幼儿自我控制和自我调节能力的培养,放手让幼儿在自己解决冲突的过程中学习成长。     

“瑞吉欧”课程模式的特点及其对我国幼儿教育的启示

"瑞吉欧"课程模式的特点就是方案活动,注重师生共同建构、注重合作参与与分享、注重记录、注重创造性能力的培养。其中,教师在其中扮演了独特的角色。"瑞吉欧"课程模式对我国幼儿教育的启示是多方面的,特别是在更新课程理念、树立新型师生关系、树立新型儿童观以及构建学校、家庭、社区一体化的系统教育网络方面有着重要的启示作用。     

科学理性地看待儿童读经

当前的儿童读经与历史上的读经具有不同的性质,不能用过去的批判言论来批评今天的儿童读经,更不能因为读经已经废除,今天就不能再读。经书承载着中国悠久的文化,传统的读经教育中蕴含着重要的教育方法。对于今天的儿童读经不能简单地加以否定,应结合时代特点,科学理性地思考传统文化教育,从传统中汲取合理的因素。儿童读经对于儿童的成长和文化的传承等方面具有重要作用,但也不能过分夸大其作用。要在读经实践中加强科学研究,使读经活动能够健康、有效地开展。     

The development of children's ideas about others' difficulties in learning

In this paper, Professor Ann Lewis, of the School of Education, University of Birmingham, reviews the literature and current research on pupils' perceptions of others' difficulties in learning. She focuses, in particular, on three strands: children's perceptions about other people and their traits; children as 'naïve' biologists, attempting to explain growth and development in others; and children's responses to and use of cues based on achievement and ideas about ability. In a wide-ranging discussion, this article explores work on theory of mind and notes the different ways in which children explain learning difficulties in others at various ages. In her conclusion, Professor Lewis makes three key points: there is a need to supplement experimental work in this area with good quality, classroom-based studies; more effort should be devoted to finding ways of accessing children's views and perceptions in authentic and reliable ways; and staff working in inclusive classrooms are ideally placed to contribute to the development of research in this area.     

幼儿美术手工课堂的生活化材料运用探微

幼儿美术手工活动中存在手工形式单一、手工材料浪费等问题.文章阐述在美术手工课堂中应用生活化材料的重要意义,强调培养幼儿的创造力和环保意识,并结合具体的手工活动案例,探讨幼儿运用生活化材料通过剪、折、卷、拼、贴等实践活动展示自身创意的途径.     

Creative Thinking in Five and Six‐Year‐Old Kindergarten Children

This study was carried out to investigate the effect of age and sex on the creativity of 5 to 6‐year‐old kindergarten children. The total points scored by the 6‐year‐old boys and girls included in this study were found to be higher than those scored by the 5‐y ear‐olds. No significant difference was found between the points scored by the girls and boys. However, the girls did better in flexibility, originality and elaboration and the boys in fluency criterion of creativity.

Children should be helped at home and school to develop their creative power. To achieve this, art, story‐telling, music and drama activities should be an integral part of the school curriculums. During such activities children should be allowed to take their time, and any despotic attitude on the part of the teacher should be avoided. In addition, children should be given a chance with unstructured play materials. Activities should be followed by a discussion with children, who should be taught that things can be done in more ways than one.