【摘要】： 創(chuàng)造是人的本質特征，是人的天賦潛能。幼兒期是兒童創(chuàng)造潛能開發(fā)的最佳時期，學前教育要不失時機地抓好創(chuàng)造潛能的早期開發(fā)。作為幼兒園課程要素之一的課程評價是否應該、怎樣才能擔負起開發(fā)幼兒創(chuàng)造潛能的重任?本研究探討幼兒園課程評價與幼兒創(chuàng)造潛能開發(fā)之間的關系，以期為關注幼兒創(chuàng)造潛能開發(fā)的教育者提供一些新的視角和建議。 本文主要運用文獻研究、現場觀察、訪談等研究方法，在總結前人研究成果的基礎上，提出幼兒園課程評價對幼兒創(chuàng)造潛能開發(fā)的必要性，從心理學、哲學、《幼兒園教育指導綱要》(試行)等多角度，闡述了幼兒園課程評價與幼兒創(chuàng)造潛能開發(fā)的關系。 然后，分析了幼兒園課程評價對幼兒創(chuàng)造潛能開發(fā)的促進作用和負面影響。幼兒園課程評價一方面能促使課程方案適宜開發(fā)幼兒的創(chuàng)造潛能，提高教師開發(fā)幼兒創(chuàng)造潛能的能力，通過適當的幼兒評價激發(fā)幼兒的創(chuàng)造潛能；另一方面，也因忽視開發(fā)幼兒創(chuàng)造潛能的功能、評價目的偏頗、評價主體失衡、缺乏與幼兒創(chuàng)造性密切相關的評價指標等問題，給幼兒創(chuàng)造潛能的開發(fā)帶來負面影響。 最后，以相關理論為基礎，，針對幼兒園課程評價給幼兒創(chuàng)造潛能開發(fā)造成的負面影響，提出了有利于幼兒創(chuàng)造潛能開發(fā)的評價策略。本文認為，應樹立以人為本的評價觀，保障教師和幼兒在評價中的主體性，構建促進幼兒創(chuàng)造潛能開發(fā)的評價內容體系，采取多樣化的評價方式和方法，幫助教師形成適宜開發(fā)幼兒創(chuàng)造潛能的評價風格，才能讓課程評價成為開發(fā)幼兒創(chuàng)造潛能的有效手段。
[Abstract]:Creation is the essential characteristic of human beings and the natural potential of human beings. Early childhood is the best period for the development of children's creative potential. Preschool education should lose no time to do a good job in the early development of creative potential. As one of the elements of kindergarten curriculum, should curriculum evaluation, how can we shoulder the important task of developing children's creative potential? This study explores the relationship between kindergarten curriculum evaluation and the development of children's creative potential, in order to provide some new perspectives and suggestions for educators who pay attention to the development of children's creative potential. This paper mainly uses literature research, field observation, interview and other research methods, on the basis of summing up the previous research results, puts forward the necessity of kindergarten curriculum evaluation for the development of children's creative potential, and expounds the relationship between kindergarten curriculum evaluation and children's creative potential development from many angles, such as psychology, philosophy, the guiding outline of Kindergarten Education (trial) and so on. Then, it analyzes the promoting effect and negative influence of kindergarten curriculum evaluation on the development of children's creative potential. On the one hand, kindergarten curriculum evaluation can promote the curriculum scheme to develop the creative potential of young children, improve the ability of teachers to develop the creative potential of young children, and stimulate the creative potential of young children through appropriate evaluation of young children; On the other hand, due to the neglect of the function of developing children's creative potential, the bias of evaluation purpose, the imbalance of evaluation subjects, and the lack of evaluation indicators closely related to children's creativity, it has a negative impact on the development of children's creative potential. Finally, based on the relevant theories, in view of the negative impact of kindergarten curriculum evaluation on the development of children's creative potential, this paper puts forward an evaluation strategy conducive to the development of children's creative potential. This paper holds that we should establish a people-oriented evaluation view, ensure the subjectivity of teachers and young children in the evaluation, construct the evaluation content system to promote the development of children's creative potential, adopt diversified evaluation methods and methods, and help teachers to form an evaluation style suitable for the development of children's creative potential, so that curriculum evaluation can become an effective means to develop children's creative potential.
【學位授予單位】：湖南師范大學
【學位級別】：碩士
【學位授予年份】：2007
【分類號】：G612

【引證文獻】

相關期刊論文 前1條

1 陳賽;;淺談兒童創(chuàng)造力的培養(yǎng)[J];新課程(小學);2010年12期

相關博士學位論文 前1條

1 邱瑜;論幼兒園課程的診斷與改進[D];華東師范大學;2012年

相關碩士學位論文 前3條

1 葉謙;“學會共處”取向的學前教育課程建構[D];西南大學;2008年

2 魏艷紅;幼兒教師發(fā)展性評價能力的研究[D];西南大學;2009年

3 韋心勤;文化視域下幼兒園園本課程建設研究[D];廣西師范學院;2012年

本文編號：2497332