科艺整合学习活动的过程及其对儿童创造性思维的促进  

The Process of Children’s Integration Activities of Science and Art and Its Promotion of Their Creative Thinking

作　　者：陈晓芳[1] Xiaofang Chen(Preschool Education School,Beijing Institute of Education,Beijing 100120 China)

机构地区：[1]北京教育学院学前教育学院

出　　处：《学前教育研究》2019年第12期30-40,共11页Studies in Early Childhood Education

基　　金：全国教育科学“十三五”规划教育部重点课题“科学与艺术有机整合的幼儿学习活动创新研究”(批准号:DHA160361)

摘　　要：为了探究儿童科学与艺术整合学习活动的过程及其对儿童创造性思维的影响,本研究对北京城区272名4~6岁儿童的科学与艺术整合学习活动进行观察,结果发现此种活动通常会经历“融入审美感觉的问题提出—贯通审美知觉的推测猜想—渗透审美想象的行动验证—汇集审美创造的方案达成及评议”四个阶段,是儿童由情境引发的解决问题的心向,在教师的支持作用下,实现感性与理性、情感与逻辑联系,内在思维与外在行动联合,将儿童的设想变为现实的过程,该过程能够显著提高儿童的学习兴趣,改善儿童的学习方式,由此促进儿童创造性思维发展。教师在日常教育教学中应善于关注儿童“问题导向经验构架”的形成,引导儿童理性和感性力量的流动与平衡,帮助儿童创造性地处理生活和学习中的问题。This study demonstrates the formation of the science and art integration learning process and the interaction between key elements,namely children,through the observation and data analysis of 2724~6-year-old children’s science and art integration learning activities in Beijing urban area.Due to the situation-solving mentality caused by the situation,under the support of teachers,children will experience the four stages of“integrating into the aesthetic sense—speculative conjecture through the aesthetic perception—the verification of the pervasive aesthetic imagination—the achievement of the aesthetic creation plan and the four stages of the review link sensibility with reason,emotion and logic,and inner thinking and external action unite.During the process of making“imagination into reality”,it enhances the interest of learning,improves the way of learning,and promotes the development of creative thinking and even the improvement of creativity.

关 键 词：科学 艺术 科艺整合 学习活动 创造性思维 

分 类 号：G63[文化科学—教育学]