3-6岁幼儿创新素质的保护及开发策略研究

发布时间：2018-04-22 06:28

本文选题：3-6岁幼儿 + 创新素质　；参考：《江西师范大学》2016年硕士论文

【摘要】：江泽民同志在第三次全国教育工作会议上指出:“面对世界科技飞速发展的挑战,我们必须把增强民族创新能力提到关系中华民族兴衰存亡的高度来认识。教育在培养民族创新精神和培养创新人才方面肩负着特殊的使命。”创新人才的培养对国家综合实力的提升起着关键作用。然而,创新人才的培养并不是一蹴而就的,是遵循成长的固有规律的,是在对幼儿阶段创新素质发展的保护及开发的基础上逐渐发展起来的。幼儿的自主创新精神是一种天赋人性,强烈的好奇心、丰富的想象力以及不懈的探索行为都是创新最坚实的基础。本研究在厘清人才素质与人才创新素质两者关系的基础上,对经典人才素质模型进行了文献梳理,在此框架下创新构建了人才素质树状模型,再根据幼儿的身心发展特点进一步厘定了3-6岁幼儿创新素质的框架体系。在已有成果基础上,笔者制定了针对3-6岁幼儿的《一日活动检核表》和访谈提纲,先后到不同级别的6所幼儿园开展调研,共抽取约387名适龄幼儿和若干教师作为调研样本,从认知维、实践维、情感维三个维度对调研对象的一日活动进行观察记录,对调查的资料进行整理分析,有以下几点发现:首先,幼儿的创新素质发展呈现出一定的规律。幼儿本身具有创新的潜能,3-6岁是创造力表现最活跃的年龄阶段,并在运动技能、认知水平、创新能力及创新个性方面呈现出不同的发展水平,为之后创新素质的提升奠定基础。其次,在实际教育活动中,实施教育的主体(如教师、家长等)对幼儿的创新素质并未充分认识,在教育观念上存在偏误,存在很多不够科学的做法,对幼儿的“猎奇行为”百般阻挠,无形中打压了幼儿的创新精神,阻碍了幼儿创新素质的发展。大多幼儿园的课程较少涉及幼儿创新素质的开发,且环境创设不够新颖,大班阶段较为明显的“小学化”趋势,都是遏制幼儿创新素质的发展的“罪魁祸首”。针对上述问题及原因的剖析,本研究通过对国外先进理念的检索和对国内拥有丰富经验的幼儿园的调研,主张对3-6岁幼儿的创新素质实施保护及适度的开发,以帮助其自在发展为原则,呼吁为幼儿提供宽松的创新环境并在“最近发展区”开展适度的创新培养。从更新教育者观念、培训教育者教法、开发生动有效的课程、创设开放自由的环境、建立鼓励为主的评价方式以及搭建创新资源共享平台等方面提出相应的可行性建议。
[Abstract]:Comrade Jiang Zemin pointed out at the third National Conference on Education: "in the face of the challenge of the rapid development of science and technology in the world, we must raise the ability of national innovation to the height of the rise and fall of the Chinese nation." Education has a special mission in cultivating the spirit of national innovation and cultivating innovative talents. " The cultivation of innovative talents plays a key role in the promotion of national comprehensive strength. However, the cultivation of innovative talents is not accomplished overnight, but follows the inherent law of growth, and is gradually developed on the basis of the protection and development of the development of innovative quality in the early childhood stage. Children's spirit of independent innovation is a kind of natural human nature, strong curiosity, rich imagination and unremitting exploration behavior are the most solid foundation of innovation. On the basis of clarifying the relationship between talent quality and talent innovation quality, this study combed the classical talent quality model and constructed the talent quality tree model under this framework. Furthermore, according to the characteristics of children's physical and mental development, the frame system of 3-6-year-old children's innovative quality is further determined. On the basis of the existing results, the author made a "Daily activity Checklist" and an interview outline for 3-6 years old children, and conducted a survey in 6 kindergartens at different levels. A total of 387 children of appropriate age and a number of teachers were selected as samples. From three dimensions of cognitive dimension, practice dimension and emotion dimension, the research objects' daily activities were observed and recorded, and the investigation data were analyzed. The results were as follows: first, the development of children's innovative quality showed a certain law. The 3-6 years old children with innovative potential are the most active age stage of creativity performance, and present different development levels in motor skills, cognitive level, innovation ability and innovative personality, which will lay the foundation for the improvement of innovation quality in the future. Secondly, in the actual education activities, the main body of implementing education (such as teachers, parents, etc.) does not fully understand the innovative quality of young children, there is bias in the educational concept, there are a lot of unscientific practices. All kinds of obstructions to children's "hunting for strange behavior" impair the innovation spirit of children and hinder the development of children's creative quality. The curriculum of most kindergartens is less involved in the development of children's innovative quality, and the creation of the environment is not novel enough. The obvious trend of "primary school" in the large class stage is the "chief culprit" to curb the development of children's innovative quality. In view of the above problems and the analysis of the reasons, through the retrieval of foreign advanced ideas and the investigation of kindergartens with rich experience in China, this study advocates the protection and appropriate development of the creative quality of children aged 3-6. Based on the principle of helping them to develop freely, it calls for providing a relaxed innovation environment for young children and carrying out moderate innovation training in the "proximal development area". Some feasible suggestions are put forward from the aspects of renewing the concept of educators, training the teaching methods of educators, developing vivid and effective courses, creating an open and free environment, setting up an evaluation method that is based on encouragement and setting up a platform for sharing innovative resources.
【学位授予单位】：江西师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G612

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