幼儿教师创造教育内隐观的调查研究  

Implicit Theory of Creative Education among Preschool Teachers

作　　者：王灿明[1] 吕璐 

机构地区：[1]南通大学创造教育研究所,江苏南通226019 [2]宜兴市全纳教育中心,江苏宜兴214201

出　　处：《南通大学学报（社会科学版）》2015年第3期107-113,共7页Journal of Nantong University:Social Sciences Edition

基　　金：国家社会科学基金项目(BHA120051)

摘　　要：运用社会效度法,对6所幼儿园260名教师进行创造教育内隐观调查,结果显示:幼儿教师的创造教育内隐观各维度的内部差异较大,他们在目标上更重视幼儿的想象力和发散思维培养,内容上更重视五大领域和区角活动,方法上更重视游戏和情境教学,环境上更重视融洽的同伴关系和丰富的教学资源,评价上更重视情境和延迟评价;幼儿教师创造教育内隐观中存在着不少认知误区,部分教师以为创造教育就是培养天才,他们依然留恋于灌输式的教学、严明的纪律和标准化的评价;学前创造教育内隐观的整体差异不大,但乡村教师明显落后于城镇教师。因而,提升学前创造教育的水平,必须建立基于建构主义的幼儿教师培训模式,寻求"信奉的理论"与"采用的理论"之间的一致性,努力消解乡村教师的文化疏离感。This paper aims to investigate preschool teacher＇s implicit theory of creative education through the method of social validity. The sample consists of 260 teachers from six preschools. The study reveals that large differences of each dimension exist in their implicit theory of creative education. The teachers attach more importance to the cultivation of children＇s imagination, the extension of five major aspects, the use of game in teaching, the intimacy of fellowship and the application of situational evaluation method. Overall differences in implicit theory of creative education are not obvious, but rural teachers＇ implicit theory are significantly worse than those in urban areas and small towns. At the same time, a small amount of cognitive errors in implicit theory of creative education still exist. Many teachers believe that creative ed- ucation is to cultivate ＂genius＂.They are reluctant to give up traditional classroom teaching as well as disciplined teaching atmosphere. In order to improve the level of preschool creative education, early childhood teacher training model on the basis of constructiveness must be established and seeking consistency between ＂espoused theory＂ and ＂applied theory＂ are necessary. Furthermore, efforts to clear up rural teachers＇ cultural alienation are also needed.

关 键 词：学前创造教育 内隐观 文化疏离感 

分 类 号：G615[文化科学—学前教育学]