幼儿教师创造教育内隐观的调查研究

发布时间：2018-01-05 16:02

本文关键词：幼儿教师创造教育内隐观的调查研究　出处：《南通大学学报(社会科学版)》2015年03期 　论文类型：期刊论文

【摘要】：运用社会效度法,对6所幼儿园260名教师进行创造教育内隐观调查,结果显示:幼儿教师的创造教育内隐观各维度的内部差异较大,他们在目标上更重视幼儿的想象力和发散思维培养,内容上更重视五大领域和区角活动,方法上更重视游戏和情境教学,环境上更重视融洽的同伴关系和丰富的教学资源,评价上更重视情境和延迟评价;幼儿教师创造教育内隐观中存在着不少认知误区,部分教师以为创造教育就是培养天才,他们依然留恋于灌输式的教学、严明的纪律和标准化的评价;学前创造教育内隐观的整体差异不大,但乡村教师明显落后于城镇教师。因而,提升学前创造教育的水平,必须建立基于建构主义的幼儿教师培训模式,寻求"信奉的理论"与"采用的理论"之间的一致性,努力消解乡村教师的文化疏离感。
[Abstract]:Using the method of social validity, 6 teachers from 260 kindergartens of creative education, implicit view survey results show that: teachers create internal differences in each dimension view of education hidden in the target is large, they pay more attention to children's imagination and divergent thinking training content, pay more attention to five areas and corner activities, methods pay more attention to the game and situational teaching, pay more attention to the environment of harmonious peer relationships and rich teaching resources, pay more attention to the situation and evaluation of delayed evaluation; preschool teachers' creative education implicit view there are many misunderstandings, part of teacher education is to cultivate the creative thought of genius, they still linger in teaching evaluation, discipline and strict standards; preschool education overall difference implicit view is not big, but rural teachers obviously lags behind the urban teachers. Therefore, improve preschool education level will create. We must establish a preschool teacher training mode based on constructivism, seek the consistency between the "belief theory" and "adoption theory", and try to dispel the cultural alienation of rural teachers.

【作者单位】：南通大学创造教育研究所;宜兴市全纳教育中心;
【基金】：国家社会科学基金项目(BHA120051)
【分类号】：G612
【正文快照】： 一、问题提出由美国心理学家吉尔福德(Guilford,J.P.)掀起的创造力研究热潮,发展到上世纪八十年代以后,陷入了信任危机。心理测验,特别是发散思维测验受到了猛烈批评,许多学者认为“创造力是不可定义和不可测量的”[1]29。为了谋求新方向,斯滕伯格(Sternberg,R.J.)率先开展了

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