科学与艺术整合过程中深度学习对幼儿创造力提升的影响  

Impact of Deep Learning on the Improvement of Children′s Creativity in the Process of Integration of Science and Art

作　　者：徐慧芳 陈晓芳[1] XU Huifang;CHEN Xiaofang(Faculty of Preschool Education,Beijing Institute of Education,Beijing 100009,China)

机构地区：[1]北京教育学院学前教育学院,北京100009

出　　处：《北京教育学院学报》2024年第2期82-88,共7页Journal of Beijing Institute of Education

基　　金：北京教育学院重点关注课题“区域活动中幼儿学习方式的建构水平对幼儿创造性想象的影响”(ZDGZ2018-14)。

摘　　要：通过准实验研究,发现幼儿在实施了一学期的科学与艺术整合课程后,托兰斯创造力测验分数显著提高。幼儿在区域活动中深度学习方式的使用频率能显著预测幼儿的托兰斯创造力测验得分;而在科学与艺术整合课程中,集体活动中的深度学习方式使用频率也能显著预测幼儿托兰斯创造力的得分。重复测量方差分析发现,无论是在集体活动还是区域活动中,实验组幼儿在后测中使用深度学习的频率显著高于前测,也显著高于控制组。幼儿通过深度学习在新旧知识之间建立广泛联系,并运用非良构知识创造性地解决非良构问题,运用高阶思维激发了创造力。Based on quasi-experimental research,the study finds that children′s scores in the Torrance Test of Creativity Thinking(TTCT)has been significantly improved after a semester of integrated science and art courses.The use frequency of children′s deep learning methods in regional activities can significantly predict their scores in TTCT;while in science and art integrated courses,the use frequency of children′s deep learning methods in collective activities can also significantly predict their scores in TTCT.Repeated measurement analysis of variance finds that,whether in collective or regional activities,the use frequency of deep learning methods in the experimental group in post-test was significantly higher than that in the pre-test,and also significantly higher than that in the control group.Through deep learning,children establish a wide range of contacts between previous and new knowledge,and creatively solve ill-structured problems by using ill-structured knowledge,which uses higher-order thinking to improve children′s creativity.

关 键 词：科学与艺术整合 深度学习 创造力 高阶思维 

分 类 号：G612[文化科学—学前教育学]