【作者】 郭晗；

【导师】 尹鑫；

【作者基本信息】 广西师范大学 ， 马克思主义哲学， 2004， 硕士

【摘要】 对于儿童创造性思维能力的培养,人们过去是从保护好儿童的好奇心、让儿童自由地奇思异想、确立儿童学习的主体地位等角度着手,但效果不尽人意。1976年美国儿童心理学家弗莱韦尔在他的著作《认知发展》中提出了元认知的概念,引起了许多学者对元认知的探讨,人们开始把元认知与儿童的学习联系起来,其中研究得最多的是有关元认知与问题解决、有关元认知与教学方面的问题的研究为主的文章。实际上,我们也可以从元认知的角度来培养儿童创造性思维能力,而且,根据已有的一些研究,可以肯定,从元认知这一角度切入,对培养儿童的创造性思维能力更为有利。问题解决是心理学的一个术语。“问题”的英文是problem,也可以译为“难题”。“解决问题”的英文是problem solving,也可以译为“问题解决”。此问题非普通的“问题”(question),而是心理学所讲的难题。问题的解决往往会运用到创造性思维。创造性思维,它是问题解决的特殊类型。创造分为真创造和类创造。创造性思维也分为真创造性思维和类创造性思维。真创造性思维是科学家和其他发明家最终产生的对人类来说是新的和有社会价值的成品的思维活动。类创造性思维是对个体而言的,它是指个体发现前人已发现的思维成品,只不过这种思维成品对个人来说是新的。如掌握了求矩形和三角形面积的学生,发现梯形的面积可通过把梯形分割成矩形和三角形而求得。这种发现的思维成品和发现的思维过程同科学家的发明创造过程在本质上是相同的,同样具有创造性,所以这种创造性思维活动称为类创造性思维。儿童由于本身的知识有限,他们大多数的创造活动依赖于类创造性思维或再造性思维,这种再造性思维主要是体现在他们解决问题的能力上。这种创造性思维水平的高低必须通过问题的解决来体现。不解决问题,无法表现出一个人的创造力水平的高低。因此,问题越是复杂,解决起来越困难,越是能体现一个人的创造性思维水平。解决问题的过程有助于激发和培养人的创造性思维。一个经常动脑解决各种问题的人,他的创造性思维能力相对会高。因此,培养儿童的创造性思维能力就是从培养他们的类创造性思维能力入手,即从培养他们解决问题的能力入手。人类认知进程的进一步发展及现代社会环境媒介对儿童认知发展产生的巨大影响,使现代儿童的认知发展发生了一些变化。这些变化表现在儿童认知进程的缩短以及元认知能力的提高上。其中,元认知能力的提高主要表现为元注意的发展和元记忆的发展。创造性思维能力的培养既要有智力的开发作铺垫,又要注意非智力因素的培养,必须双管齐下。这里所讲的智力的开发不是我们传统意义上一般的智力开发,而是从新生儿就开始的“硬灌教育”,内容主要是语言、音乐、文字、图形等奠定智力的大脑活动基础的模式,和一些人生的基本准则和态度。需要培养的非智力因素有好奇与好问、勤奋与有恒、动机与兴趣、自信与乐观、炽热的情感、幽默七种。同时,由于现代电子媒介对儿童的认知发展起到极大的作用,所以,我们在培养现代儿童的创造性思维能力的同时,要充分重视电子媒介对儿童认知发展的重要影响。充分利用电子媒介对于儿童教育的优势,减少并杜绝其劣势,才能比较全面地培养现代儿童的创造性思维能力。 <WP=4>由于儿童各自的知识体系即认知系统阶段的不同,他们创造性思维能力的培养的方式也不一样。儿童的创造性思维能力的培养,分为婴幼儿期和非幼儿期。对于婴幼儿,主要是通过挖掘他们的认知潜能,创造学习的机会,以尽早形成他们的知识体系,使得创造性思维能力在知识的迁移中产生。同时,婴幼儿创造性思维能力的培养还要抓好幼儿园的教育。对于非幼儿(本文所指的是中小学学生),我们主要从四方面来培养他们的创造性思维能力:继续发挥正迁移的作用;培养中小学生的元认知技能;培养他们的创造素质;充分利用现代信息技术。这些是培养中小学生创造性思维能力方式上的共性。由于中小学生在思维发展上各自表现出截然不同的特点,因此,在培养方式上还存在着个性的问题。更多还原

【Abstract】 The cultivation of children’s creative thinking ability, people discuss in the past from protecting well the curiosity of children, making children to think fantacy freely, establishing children subject status of study, etc. angle. But the result is less than satisfactory. 1976 psychologist of American children fields Flvall put forward metacognitive concept in his work" cognitive development ", which caused at once a lot of scholar discussion of metacognition. People begin connect metacognition and children’s study, which talked most is the problem about metacognitive and problem solving, the problem about metacognion and teaching. In fact, we can come to train children’s creative thinking ability from metacognitive angle too, and, according to some existing research, we can affirm, cut from metacognitive angle, to train creative thinking ability of children more favorable. The problem solving is a psychological term. English of " question " is question, can translate into " the difficult problem " too. English " solving the problem " is problem solving, can translate into " the problem is solved " too. This " question " (question) is not ordinary of question, but the difficult problem that psychology explains. The settlement of the problem will often be applied to creative thinking. Creative thinking, it is the special type that the problem solving. Creation is divided into very creation and type creation. Creative thinking is divided into very creative thinking and type creative thinking too. Very creative thinking is the thinking activity that scientist and other inventors produced new and finished product of having social finally for mankind. Type creative thinking is as for individual, it refers to individual’s finding the thinking finished product that forefathers have already found, only this kind of thinking finished product is new to individual. Such as the students who ask the rectangle and triangular area, find that the ladder-shaped area can be tried to get through cutting being ladder-shaped apart into the rectangle and triangle. The thinking finished product of this kind of discovery and invention and creation course of thought process and scientist found are the same in essence, equally creative, so such creation is called type creative thinking of thinking activity. Children, because their own knowledge is limited, their most depending on type creative thinking of creation activity or giving a new lease of life to thinking, this kind of giving a new lease of life to thinking mainly reflects on the ability that they solve the problem. The level of such creative thinking level must reflect through the settlement of the problem. Do not solve the problem, can’t demonstrate the level of a person’s creativity level. So, the more complicated the question is, it is the more difficultly to solve, it is the creative thinking level reflecting a person. It contributes to exciting and training the creative thinking of people to solve the course of the problem. One works up the brain and solves the persons of different problem often, his creative thinking ability is relative high. So, the creative thinking ability of training children is to start with training type creative thinking ability of theirs, namely start with the ability of training them to solve the problem. The further development of mankind’s cognitive process and modern social environment media <WP=6>have a enormou impact on development that children recognized, which make the cognition of modern children develop and take place some changes. Change these display cognitive process shorten and on the metacognitive improvement of ability in children. Among them, modern children metacognitive improvement of ability is that show as meta-development and metadevelopment of memory have to have mainly.Creative cultivation of thinking ability have development of intelligence make foreshadowing already, should notice again it is not the cultivation of a intelligence factor too, must work along both lines. The development of the intelligence spoken h更多还原