本文選題：3-6歲幼兒 + 創(chuàng)新素質(zhì)　； 參考：《江西師范大學(xué)》2016年碩士論文

【摘要】：江澤民同志在第三次全國(guó)教育工作會(huì)議上指出:“面對(duì)世界科技飛速發(fā)展的挑戰(zhàn),我們必須把增強(qiáng)民族創(chuàng)新能力提到關(guān)系中華民族興衰存亡的高度來(lái)認(rèn)識(shí)。教育在培養(yǎng)民族創(chuàng)新精神和培養(yǎng)創(chuàng)新人才方面肩負(fù)著特殊的使命�！眲�(chuàng)新人才的培養(yǎng)對(duì)國(guó)家綜合實(shí)力的提升起著關(guān)鍵作用。然而,創(chuàng)新人才的培養(yǎng)并不是一蹴而就的,是遵循成長(zhǎng)的固有規(guī)律的,是在對(duì)幼兒階段創(chuàng)新素質(zhì)發(fā)展的保護(hù)及開(kāi)發(fā)的基礎(chǔ)上逐漸發(fā)展起來(lái)的。幼兒的自主創(chuàng)新精神是一種天賦人性,強(qiáng)烈的好奇心、豐富的想象力以及不懈的探索行為都是創(chuàng)新最堅(jiān)實(shí)的基礎(chǔ)。本研究在厘清人才素質(zhì)與人才創(chuàng)新素質(zhì)兩者關(guān)系的基礎(chǔ)上,對(duì)經(jīng)典人才素質(zhì)模型進(jìn)行了文獻(xiàn)梳理,在此框架下創(chuàng)新構(gòu)建了人才素質(zhì)樹(shù)狀模型,再根據(jù)幼兒的身心發(fā)展特點(diǎn)進(jìn)一步厘定了3-6歲幼兒創(chuàng)新素質(zhì)的框架體系。在已有成果基礎(chǔ)上,筆者制定了針對(duì)3-6歲幼兒的《一日活動(dòng)檢核表》和訪談提綱,先后到不同級(jí)別的6所幼兒園開(kāi)展調(diào)研,共抽取約387名適齡幼兒和若干教師作為調(diào)研樣本,從認(rèn)知維、實(shí)踐維、情感維三個(gè)維度對(duì)調(diào)研對(duì)象的一日活動(dòng)進(jìn)行觀察記錄,對(duì)調(diào)查的資料進(jìn)行整理分析,有以下幾點(diǎn)發(fā)現(xiàn):首先,幼兒的創(chuàng)新素質(zhì)發(fā)展呈現(xiàn)出一定的規(guī)律。幼兒本身具有創(chuàng)新的潛能,3-6歲是創(chuàng)造力表現(xiàn)最活躍的年齡階段,并在運(yùn)動(dòng)技能、認(rèn)知水平、創(chuàng)新能力及創(chuàng)新個(gè)性方面呈現(xiàn)出不同的發(fā)展水平,為之后創(chuàng)新素質(zhì)的提升奠定基礎(chǔ)。其次,在實(shí)際教育活動(dòng)中,實(shí)施教育的主體(如教師、家長(zhǎng)等)對(duì)幼兒的創(chuàng)新素質(zhì)并未充分認(rèn)識(shí),在教育觀念上存在偏誤,存在很多不夠科學(xué)的做法,對(duì)幼兒的“獵奇行為”百般阻撓,無(wú)形中打壓了幼兒的創(chuàng)新精神,阻礙了幼兒創(chuàng)新素質(zhì)的發(fā)展。大多幼兒園的課程較少涉及幼兒創(chuàng)新素質(zhì)的開(kāi)發(fā),且環(huán)境創(chuàng)設(shè)不夠新穎,大班階段較為明顯的“小學(xué)化”趨勢(shì),都是遏制幼兒創(chuàng)新素質(zhì)的發(fā)展的“罪魁禍?zhǔn)住�。針�?duì)上述問(wèn)題及原因的剖析,本研究通過(guò)對(duì)國(guó)外先進(jìn)理念的檢索和對(duì)國(guó)內(nèi)擁有豐富經(jīng)驗(yàn)的幼兒園的調(diào)研,主張對(duì)3-6歲幼兒的創(chuàng)新素質(zhì)實(shí)施保護(hù)及適度的開(kāi)發(fā),以幫助其自在發(fā)展為原則,呼吁為幼兒提供寬松的創(chuàng)新環(huán)境并在“最近發(fā)展區(qū)”開(kāi)展適度的創(chuàng)新培養(yǎng)。從更新教育者觀念、培訓(xùn)教育者教法、開(kāi)發(fā)生動(dòng)有效的課程、創(chuàng)設(shè)開(kāi)放自由的環(huán)境、建立鼓勵(lì)為主的評(píng)價(jià)方式以及搭建創(chuàng)新資源共享平臺(tái)等方面提出相應(yīng)的可行性建議。
[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.
【學(xué)位授予單位】：江西師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2016
【分類號(hào)】：G612

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