浅谈思想品德课教学中创新素质的培养

一、创设教学情境,激发学习兴趣,培养创新意识 学习兴趣是创造能力发展的必要条件,浓厚的兴趣是一种巨大的动力。能吸收学习的注意力、思考力和想象力,驱使学生去积极思考、观察和研究。而创设丰富的教学情境,能激发学生的学习动机．培养学生的学习兴趣,调动学生的学习积极性,从而达到培养创新意识的目的。     

在新课标小学数学教学中实施创新

教育要以培养学生的创新精神和实践能力为重点.小学数学是基础教育的基础学科,是培养与提高人的文化素质和科学素质的重要组成部分,具有高度的抽象性、严密的逻辑性和广泛的应用性.小学教师应站在面向世界、面向未来的高度,塑造学生创新个性,强化学生的创新意识,发展学生的创新思维.教师要千方百计地激"活"学生主体,把学习的主动权交给学生,尽量让他们去发现,去探索,去创新.如何在小学数学课堂教学中培养学生的创新精神呢?     

如何培养学生的创新思维能力

江泽民指出:"创新是不断进步的灵魂.如果不能创新,不去创新,一个民族就难以发展,难以屹立于民族之林,创新最根本的一条,就是靠教育培养人才."创新思维能力是直接影响学生学习、成长的重要因素,也是培养高素质人才的首要条件.那么如何在小学语文教学中培养学生的创新思维能力呢?下面谈谈我在教学实践中的几点做法.     

设计新颖的教学内容是创新的关键

传统的教学内容较少为学生的主动探索提 供服务,这样不利于培养学生探究性学习的能 力和创新的才能。教师如何以创造性的教去促 进学生探究性、创造性的学呢?我认为关键是 要为学生提供能引发创新的教学内容。因此, 教师应善于处理教材、调整教材,重组教材内 容,充分挖掘教材中的创新教育因素,补充创 新内容,不断激发学生去创新。下面以现行教 材为例,谈谈如何设计新颖的教学内容。     

历史创新思维的培养

历史创新思维是以探索、创新的精神和方法去学习历史,对已知史实进行有创见性的思索。如何培养学生的创新思维能力呢?笔者认为有以下四种途径巧留空白,确保创新思维的时空;提倡学生大胆质疑,是培养创新思维的另一途径;创设巧妙情境,留给学生训练创新思维的“自留地”;切换视角,培养学生创新思维的又一重要途径。     

浅谈化学教学中如何培养学生的学习兴趣和创新意识

培养学生的创新能力是实施素质教育的核心,而课堂教学是素质教育的主战场,也是创新素质形成的主渠道.在化学教学中进行创新教学,要更新教学观念,优化课堂教学,让学生发现问题,以研究的态度去认真观察、分析、归纳问题,不断提出新问题、新方法.下面笔者就化学教学中如何培养学生的学习兴趣和创新意识谈谈自己的认识和做法.     

设计开放型习题,培养学生的创新思维

课程标准明确指出":要发展学生的思维能力,培养学生的创新意识。"如何在练习中培养学生的创新意识,是广大数学教师多年来一直研究的问题。通过实践,教师在课堂上设计一些独具一格的开放型题目,引导学生去探求、去推理、去发现,使学生尽快地形成自主型、探索型的学习方式,有利于让     

由方法的创新来培养学生创新的能力

培养学生的创新能力是新课程改革的一项重要教学目标,创新就是不同于传统,在传统的基础上体现新意.培养学生的创新能力可以从很多方面去展开,在初中数学的教学中,既可以从教法、学法上创新,也能在解决某个问题时创新,只要敢于猜想,敢于尝试,敢于与众不同,都是值得我们支持和鼓励的.本文要谈的就是在一元一次方程的解法中,如何进行尝试和创新.     

高中物理教学中融合创新教育策略分析

<正>高中物理教学是中学基础教育的重要部分,目的在于培养学生的科学素养和动手实践能力,创新教育是国家教学改革中的重要环节,如何在物理教学中融入创新教育,是教育工作者一直努力研究的方向.一、尊重学生的个性和主体性,培养学生的学习积极性和主动性让学生树立良好的创新思维是培养创新能力的基础.要想提高学生的创新思维,教师在日常教学中就必须努力创建一种和谐创新的学习环境,把课堂的主动权交还给学生,充分     

中学物理创新教育举要

要创新,离不开创造性人才的培养,创造性人才的培养离不开教育。给学生创设体验创新的情境,让学生在成功和快乐中去感受创新,对物理教学来讲,具有十分重要的意义。一、兴趣是培养学生创新意识的前提创新兴趣是构成创新动机最现实、活泼的心理成分,是形成学生好奇心的基础,是创新动力最重要的源泉。兴趣不仅能转化成创新动力,而且也能促进智能发展,达到提高学习质量和形成     

在构建学习型学校过程中教育领导角色与策略分析

文章通过对学习型学校特征以及教育领导概念和角色的分析，认为构建学习型学校的首要策略是树立学习型教育领导，如此可以使学校每个人在承担学校的责任上分享领导权力，实现对学校共同利益意识的承诺与尽责，唤起高绩效学校的共同愿景，充分发挥学校组织创新能力。同时探讨了在构建学习型学校过程中教育领导策略：1）建立延伸的领导概念，建构多水平的教育领导；2）教育领导者要确立角色意识，领导学校发展；3）教育领导者要建立清晰的共同愿景；4）建立分享反思的学校学习文化；5）构建高效能的团队学习，促进专业发展；6）建立学习机制，使教育领导产生巨大的创造力。     

Creative pedagogy: a case for teachers’ creative learning being at the centre

While educators in many parts of the world grapple with what creativity means in practice, discussions about creative pedagogy usually include the elements of creative teaching, teaching for creativity and creative learning. This article stems from a research project that occurred at a Preparatory to Year 9 school in Australia where we worked with staff to explore their understandings of creativity and creative learning in the Arts. We found that while students’ creative learning is a fundamental element in a creative pedagogy framework, the notion of creative learning of teachers is largely overlooked in discourses of teachers’ professional learning. Given the important role teachers play in student learning, we argue that teachers need to be informed not only about how to teach creatively and for creativity, but also how to consider possibilities and understand things in new ways, thereby making a case that a teacher’s own creative learning is crucial.     

Educational Guidance‐‐Technical Education: STUDENT GUIDANCE IN TECHNICAL EDUCATION

It is contended that present assumptions regarding the relationship of creativity to curriculum structure are inadequately supported by both experimental findings and theoretical rationale. There are two main issues requiring further elucidation: the first concerns the influence of school environment on creativity directly: the second comprises an examination of the interrelationships of creativity, intelligence and curriculum structure.

The evidence presented demonstrates that school environments have a perceptible influence upon creativity but the generally held assumption that progressive environments are more favourable is shown to require careful qualification.The findings also suggest that the interrelationships of creativity, intelligence and curriculum structure are highly complex. Structure does not seem to affect creativity‐intelligence correlations to any great extent: the major influences here would appear to be largely dependent upon the average intelligence of the groups and the extent to which the creativity tasks require school learning and especially verbal skills for their performance.     

Is there creativity in design? From a perspective of school design and technology in Hong Kong

As creativity is likely to become a crucial aspect of living in the future, it is important for educators to teach students to think creatively when solving constantly evolving and increasingly complex problems. Supported by the idea that creativity can be taught and learnt, elements of creativity are now embedded in secondary school education. Among all school subjects, design and technology (D&T) is one of the best examples for fostering and cultivating students?? creativity, as the subject offers creative activities that enable students to realize their ideas in the context of the real world. This paper analyzes the creative elements in the D&T curriculum in Hong Kong as seen in the exemplar projects on the Education Bureau website. Some problems and difficulties encountered in fostering creativity in the context of Hong Kong are identified, based on the current teaching environment. The paper also draws attention to East Asian beliefs and implicit theories, which greatly influence teachers?? underlying assumptions about learning and teaching, and at the same time notes that these beliefs may be detrimental to the development of creativity among students. The paper then identifies the problems and inadequacies in fostering creativity in design at the secondary school level and expects to raise awareness of the importance of creativity in D&T.     

小学数学课堂学习活动的优化

小学数学课堂中学生学习活动可以从学生的学习兴趣、学习方法、能力结构三个方面进行优化培养，从而唤起他们的创新意识，使学生的学习活动达到学习兴趣提高、求知欲望和能力增强的良好循环。     

3D Printing in the Wild: Adopting Digital Fabrication in Elementary School Education

In recent years, digital fabrication, and especially its associated activities of 3D design and printing, have taken root in school education as curriculum‐based and maker‐oriented learning activities. This article explores the adoption of 3D design and printing for learning by fourth, fifth and sixth grade children (n=64) in multidisciplinary learning modules in elementary school education. School‐coordinated 3D projects were not led by design experts, such as art and design teachers, designers, researchers or technical specialists, but run ‘in the wild’ by school teachers. The study was conducted by using an ethnographic research design, including field observations, non‐formal interviews and a reflective questionnaire. The results indicate that, in the adoption of 3D printing activities, learning is centred on the technical skills and the usage of 3D tools. Hence, the elementary ABCs of 3D printing do not achieve the full design and creativity potential of digital fabrication that earlier research has suggested. However, the results do have implications for the potential of 3D printing projects to increase children’s empowerment. In their current state, 3D design and printing are some of the learning tools, among others, and similar achievements can be achieved with other hands‐on learning technologies. In order to enhance the learning of creativity and design thinking skills, 3D activities in school should be planned accordingly.     

基于现代信息技术培养学生创造性思维能力的实验研究报告

本课题研究以培养学生创造性思维能力为目的,将现代信息技术与学科课程有机整合,开发建设数字化的课程教学资源,探讨利用网络化信息资源的教学模式。该研究有效促进了教师教学方式和教学行为转变,促进了学生学习方式和学习行为的改变,促进了学生创新精神和实践能力的提高,从而有效地推动了学校教育教学质量的整体提高。     

自考创新与思维

高等教育自学考试制度是我国教育制度改革的产物。它在制度创新、考试和社会化教育创新、学制创新、自主学习制度创新、机制创新、整合和优化教育资源创新等方面的表现比较突出。探析自考创新与思维的关系, 以及思维在创新中的作用和应用, 启示我们应当认真学习思维科学, 努力提高创新思维能力, 不断推动自考的创新与发展。     

A Consideration of the Relationship Between Creativity and Approaches to Learning in Art and Design

Creative intelligence is relevant to all aspects of the school curriculum, yet it is through art and design that pupils may come to experience the significance of creativity as a means of exploring innovative and original ideas which offer credence to the individual and affect approaches to learning. This article analyses creativity and the creative process and addresses the links between creativity and intelligence by examining the implications such factors may hold for the teacher when developing approaches to learning in art and design. It focuses in particular on the use of sketchbooks within the context of a number of Art and Design GCSE courses and explores how students have been provided with opportunities to develop creative responses to set tasks. In addition, it sets out to challenge the notion that the requirements of GCSE assessment criteria inevitably restrict creativity and lead to non‐creative formulaic practice.     

基于项目教学法的初中英语教学模式研究

本文研究了初中英语教学模式。采用初中英语项目教学法,培养学生的创新意识、创新精神和创新能力,激发学生学习兴趣,培养学生创造性思维能力,探索初中英语创新型人才的培养。