【摘要】：隨著教育改革的深入與創(chuàng)客運(yùn)動(dòng)在教育領(lǐng)域的發(fā)展,創(chuàng)造教育愈加受到重視。作為一切創(chuàng)造活動(dòng)的基礎(chǔ),創(chuàng)造性思維的培養(yǎng)成效不僅關(guān)系個(gè)體的成長(zhǎng)發(fā)展,而且將對(duì)未來(lái)社會(huì)產(chǎn)生深遠(yuǎn)影響。從當(dāng)前理論與實(shí)踐研究來(lái)看,有關(guān)創(chuàng)造性思維的培養(yǎng)存在兩個(gè)問(wèn)題:第一,作為科學(xué)、均衡培養(yǎng)創(chuàng)造性思維的理論依據(jù),對(duì)創(chuàng)造性思維的研究與認(rèn)識(shí)不夠全面、精細(xì),發(fā)散思維研究仍占主導(dǎo)地位,但與創(chuàng)造性思維有關(guān)的其他思維,如直覺思維、抽象思維等方面的研究仍不夠成熟,有待進(jìn)一步的深入和關(guān)注;第二,針對(duì)創(chuàng)造性思維的培養(yǎng)方法,雖然已有相應(yīng)研究并用于實(shí)踐中,但作為一種思維認(rèn)知工具,這些方法存在顆粒度過(guò)大、使用不當(dāng)、不易遷移運(yùn)用等問(wèn)題,因而學(xué)習(xí)者往往仍然困惑于如何思考,導(dǎo)致創(chuàng)造性思維培養(yǎng)的低效能�；谀繕�(biāo)分解理論,本研究將創(chuàng)造性思維的培養(yǎng)分解為若干體現(xiàn)不同認(rèn)知過(guò)程的具體思維能力的培養(yǎng),引入使能課程訓(xùn)練具體思維方法的習(xí)得,思維方法的顆粒度應(yīng)細(xì)致到揭示思維認(rèn)知發(fā)展路徑,從而使學(xué)習(xí)者能夠運(yùn)用與調(diào)整課程提供的方法、策略和技術(shù)手段在實(shí)際情境進(jìn)行創(chuàng)造活動(dòng)。在大量文獻(xiàn)分析基礎(chǔ)上,筆者嘗試總結(jié)創(chuàng)造性思維產(chǎn)生過(guò)程可能需要的多種思維能力,研究并提出適合思維能力培養(yǎng)的教學(xué)策略組合,以培養(yǎng)具體思維能力為目標(biāo)設(shè)計(jì)使能課程,并主要通過(guò)對(duì)照實(shí)驗(yàn)觀測(cè)使用和未使用使能課程的學(xué)習(xí)者思維表現(xiàn)差異以驗(yàn)證其效果,以期為創(chuàng)造性思維的培養(yǎng)乃至其他思維能力的培養(yǎng)提供行之有效的可借鑒思路。全文共分為五章,第一章是對(duì)選題背景、研究意義、核心概念、研究思路與研究方法的介紹;第二章主要是在相關(guān)理論和實(shí)踐研究基礎(chǔ)上提出創(chuàng)造性思維能力培養(yǎng)的新方式:能力分解與使能思維教學(xué);第三章與第四章則是對(duì)創(chuàng)造性思維培養(yǎng)方式的具體實(shí)踐應(yīng)用,即選擇一項(xiàng)具體的與創(chuàng)造性思維相關(guān)的思維能力進(jìn)行使能課程的設(shè)計(jì)開發(fā)、效果驗(yàn)證,并根據(jù)實(shí)驗(yàn)對(duì)象的反饋數(shù)據(jù)總結(jié)課程的優(yōu)化策略;第五章概括了本研究的創(chuàng)新之處,就研究中的不足說(shuō)明后續(xù)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.
【學(xué)位授予單位】：華東師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G423

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