面向创造性思维能力培养的使能课程开发研究

发布时间：2018-09-01 09:05

【摘要】：随着教育改革的深入与创客运动在教育领域的发展,创造教育愈加受到重视。作为一切创造活动的基础,创造性思维的培养成效不仅关系个体的成长发展,而且将对未来社会产生深远影响。从当前理论与实践研究来看,有关创造性思维的培养存在两个问题:第一,作为科学、均衡培养创造性思维的理论依据,对创造性思维的研究与认识不够全面、精细,发散思维研究仍占主导地位,但与创造性思维有关的其他思维,如直觉思维、抽象思维等方面的研究仍不够成熟,有待进一步的深入和关注;第二,针对创造性思维的培养方法,虽然已有相应研究并用于实践中,但作为一种思维认知工具,这些方法存在颗粒度过大、使用不当、不易迁移运用等问题,因而学习者往往仍然困惑于如何思考,导致创造性思维培养的低效能。基于目标分解理论,本研究将创造性思维的培养分解为若干体现不同认知过程的具体思维能力的培养,引入使能课程训练具体思维方法的习得,思维方法的颗粒度应细致到揭示思维认知发展路径,从而使学习者能够运用与调整课程提供的方法、策略和技术手段在实际情境进行创造活动。在大量文献分析基础上,笔者尝试总结创造性思维产生过程可能需要的多种思维能力,研究并提出适合思维能力培养的教学策略组合,以培养具体思维能力为目标设计使能课程,并主要通过对照实验观测使用和未使用使能课程的学习者思维表现差异以验证其效果,以期为创造性思维的培养乃至其他思维能力的培养提供行之有效的可借鉴思路。全文共分为五章,第一章是对选题背景、研究意义、核心概念、研究思路与研究方法的介绍;第二章主要是在相关理论和实践研究基础上提出创造性思维能力培养的新方式:能力分解与使能思维教学;第三章与第四章则是对创造性思维培养方式的具体实践应用,即选择一项具体的与创造性思维相关的思维能力进行使能课程的设计开发、效果验证,并根据实验对象的反馈数据总结课程的优化策略;第五章概括了本研究的创新之处,就研究中的不足说明后续的研究工作。
[Abstract]:With the deepening of educational reform and the development of creators movement in the field of education, creative education has been paid more and more attention. As the foundation of all creative activities, the cultivation effect of creative thinking is not only related to the growth and development of individuals, but also will have a far-reaching impact on the future society. From the current theoretical and practical research, there are two problems in the cultivation of creative thinking: first, as the theoretical basis for the balanced cultivation of creative thinking, the research and understanding of creative thinking is not comprehensive and precise enough. The study of divergent thinking is still dominant, but other thinking related to creative thinking, such as intuitive thinking, abstract thinking, etc., are still not mature enough. In view of the cultivation methods of creative thinking, although they have been studied and used in practice, as a cognitive tool of thinking, these methods have some problems, such as large particles, improper use, difficult to transfer and use, etc. Therefore, learners are still confused about how to think, which leads to the low efficiency of creative thinking. Based on the theory of goal decomposition, this study decomposes the cultivation of creative thinking into the cultivation of specific thinking abilities that reflect different cognitive processes, and introduces the acquisition of specific thinking methods of enabling curriculum training. The granularity of thinking methods should be so detailed as to reveal the path of thinking cognitive development so that learners can use and adjust the methods strategies and technical means provided by the curriculum to create activities in the actual situation. On the basis of a large amount of literature analysis, the author tries to sum up the various thinking abilities that may be needed in the process of producing creative thinking, and to study and put forward a combination of teaching strategies suitable for the cultivation of thinking ability. The aim of designing enabling courses is to cultivate specific thinking ability, and to verify the effectiveness of the courses by observing the differences in thinking performance between those who use them and those who do not. In order to provide effective ideas for the cultivation of creative thinking and other thinking ability. The paper is divided into five chapters. The first chapter is the introduction of the background, significance, core concepts, research ideas and research methods. The second chapter mainly puts forward the new ways of cultivating creative thinking ability on the basis of relevant theory and practice research: ability decomposition and enabling thinking teaching, the third and fourth chapters are the practical application of creative thinking cultivation mode. Namely, select a specific thinking ability related to creative thinking to design and develop the enabling curriculum, verify the effect, and summarize the optimization strategy of the course according to the feedback data of the experimental object. Chapter five summarizes the innovation of this study. The following research work is explained with regard to the deficiencies in the study.
【学位授予单位】：华东师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G423

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