幼儿创造力发展的特点及其教育教学对策  

Features and Educational Strategies of Children's Creativity Development

作　　者：王小英[1] 

机构地区：[1]东北师范大学教育科学学院,吉林长春130024

出　　处：《东北师大学报（哲学社会科学版）》2005年第2期149-154,共6页Journal of Northeast Normal University(Philosophy and Social Science Edition)

基　　金：全国教育科学"十五"规划重点课题:"促进幼儿创造人格与创造能力发展的行动研究"(课题批准号:DHA030149)

摘　　要：本文首先从宏观的视角对幼儿创造力的发展进行了简要的理论分析,在此基础上从微观的角度对193名3～7岁幼儿发散思维发展的特点进行具体深入的实证研究,得出了4点结论。最后,根据实证研究结果与幼儿心理发展特点,提出了促进幼儿创造力发展的教育教学建议。Firstly, this paper offers a comprehensive theoretical analysis on children's creativity development in a macroscopical view. Secondly, it conducts a specific and thorough experimental research and explores features of divergent thinking development of 193 children aged from 3 to 7 years old. Based on this, it draws into 4 conclusions in a microcosmic view. Finally, it puts forward a teaching proposal on how to promote children's creativity development.

关 键 词：幼儿创造力 发散思维 游戏活动 

分 类 号：G61[文化科学—学前教育学]