【摘要】：重視創(chuàng)新人才培養(yǎng)和大力發(fā)展學(xué)前教育已被列為我國現(xiàn)階段教育事業(yè)發(fā)展的兩項重要目標(biāo)。學(xué)前階段是創(chuàng)造力發(fā)展的關(guān)鍵期之一,對于學(xué)前兒童創(chuàng)造力的培養(yǎng)是培養(yǎng)創(chuàng)新人才和提高學(xué)前教育質(zhì)量的兩者兼得之舉。但是本文作者通過對已有文獻(xiàn)的綜述發(fā)現(xiàn),目前我國在此領(lǐng)域的研究較少,特別是通過系統(tǒng)的課程培養(yǎng)學(xué)前兒童創(chuàng)造力更是微乎其微。 本研究結(jié)合胡衛(wèi)平教授的小學(xué)、初中階段“學(xué)思維”活動課程的研究成果,進(jìn)行了學(xué)前階段“學(xué)思維”活動課程的開發(fā)。本研究首先探討了學(xué)前階段“學(xué)思維”活動課程的理論基礎(chǔ),在此基礎(chǔ)上進(jìn)行了學(xué)前階段“學(xué)思維”活動課程設(shè)計,并通過教育實驗對學(xué)前階段“學(xué)思維”活動課程進(jìn)行了實施和評價。 本文主要從四個部分展開： 第一部分前言。該部分分析了學(xué)前階段“學(xué)思維”活動課程開發(fā)的研究背景,界定了課程開發(fā)等相關(guān)概念,綜述了幼兒創(chuàng)造力培養(yǎng)的研究現(xiàn)狀,概述了研究思路與研究意義。 第二部分主要探討了學(xué)前階段“學(xué)思維”活動課程的設(shè)計。從學(xué)前階段“學(xué)思維”活動課程開發(fā)的理論基礎(chǔ)、學(xué)前兒童思維發(fā)展的特點、學(xué)前階段“學(xué)思維”活動課程目標(biāo)的設(shè)置、課程內(nèi)容的選擇與組織、具體方案的編寫幾個部分展開了論述。 第三部分主要論述了學(xué)前階段“學(xué)思維”活動課程的實施與評價。通過實證研究以及具體的案例分析介紹了學(xué)前階段“學(xué)思維”活動課程的具體實施、修訂過程,并采用問卷法對實驗對象的藝術(shù)創(chuàng)造力和創(chuàng)造性想象能力進(jìn)行了測試以此證明了學(xué)前階段“學(xué)思維”活動課程的有效性。 第四部分是反思、總結(jié)。通過兩年半的研究,研究者結(jié)合自己的實踐經(jīng)驗,對課程開發(fā)過程中的教師能力的提高、教師積極性的調(diào)動、課程開發(fā)主體的多元化等問題進(jìn)行了反思,也對本研究的不足進(jìn)行了總結(jié)。
[Abstract]:The emphasis on the cultivation of innovative talents and the vigorous development of preschool education have been listed as two important goals of the development of education in our country at the present stage. Preschool stage is one of the key periods for the development of creativity. The cultivation of pre-school children's creativity is both the training of innovative talents and the improvement of the quality of preschool education. However, the author finds that there are few researches in this field in our country at present, especially how to cultivate the creativity of preschool children through systematic curriculum. Based on the research results of "Learning thinking" activity course in primary school and junior middle school, this study has carried out the development of "learning thinking" activity course in pre-school stage. This study first discusses the theoretical basis of the "learning thinking" activity course in the pre-school stage, and then designs the "learning thinking" activity curriculum in the pre-school stage. And carried out and evaluated the activity course of learning thinking in pre-school stage through educational experiment. This article mainly starts from four parts: the first part preface. This part analyzes the research background of the curriculum development of "learning thinking" in the preschool stage, defines the related concepts such as curriculum development, summarizes the current research situation of the cultivation of children's creativity, and summarizes the research ideas and significance. The second part mainly discusses the design of learning thinking activity course in pre-school stage. From the theoretical basis of the curriculum development of "learning thinking" in preschool stage, the characteristics of thinking development of pre-school children, the setting of curriculum objectives of "learning thinking" in pre-school, the selection and organization of curriculum content, Several parts of the preparation of specific programs are discussed. The third part mainly discusses the implementation and evaluation of learning thinking in pre-school stage. Through empirical research and case analysis, this paper introduces the specific implementation and revision process of the "Learning thinking" activity course in the pre-school stage. The experiment subjects' artistic creativity and creative imagination ability were tested by questionnaire method to prove the validity of the "learning thinking" activity course in the pre-school stage. The fourth part is reflection, summary. Through two and a half years of research, the researchers reflect on the improvement of teachers' ability, the mobilization of teachers' enthusiasm, the diversification of curriculum development subjects, and so on, combining with their own practical experience. The deficiency of this study is also summarized.
【學(xué)位授予單位】：陜西師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2012
【分類號】：G612

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