我国小学创造教育40年:模式、经验与展望  

Creative Education in Primary Schools for 40 Years in China: Model,Experience and Prospect

作　　者：王灿明[1] 许映建[2] WANG Canming;XU Yingjian(Institute of Creative Education, Nantong University, Nantong Jiangsu, 226019;College of Education Science, Nantong University, Nantong Jiangsu, 226019)

机构地区：[1]南通大学创造教育研究所,江苏南通226019 [2]南通大学教育科学学院,江苏南通226019

出　　处：《现代基础教育研究》2019年第1期5-11,共7页Research on Modern Basic Education

基　　金：国家社会科学基金教育学一般课题“情境教育与儿童创造力发展的实验与研究”(课题编号:BHA120051);江苏省教育科学规划重点课题“儿童情境学习与创新能力发展的研究与实验”(课题编号:B-b/2018/01/50)的研究成果

摘　　要：改革开放之后,我国小学创造教育经历了艰难破冰、积极探索和加速振兴三个时期,开展了许多可贵的探索,形成了丰富多彩的创造教育模式,积累了创新人才早期培养的宝贵经验。全面推广和深入实施小学创造教育,应着力推进创造教育迈进3.0时代,落实创造技法的传播和普及,构建立足本土的创客教育体系,不断推进学校、家庭、社区创造教育的协同发展。After the reform and opening up, creative education in primary schools in China has gone through three periods: hard ice-breaking, active exploration and accelerated revitalization. Many valuable explorations have been carried out, some colorful creative education models have been formed, and many valuable experience of early cultivation of innovative talents have been accumulated. In order to promote and implement creative education in primary schools in an all-round way, we should focus on promoting the creative education into the 3.0 era, spreading and popularizing creative techniques, building a local-based maker-education system, and continuously promoting the coordinated development of creative education in schools, families and communities.

关 键 词：改革开放40年 创造教育 模式 经验 展望 

分 类 号：G622.0[文化科学—教育学]