关于小学教师创造力培养观的研究

Primary School Teachers' Perspectives on the Cultivation of Pupil's Creativity

作者用有条件筛选和随机抽样相结合的方式,选取了2002年山东省第六届创造教育年会参与交流的小学教师的论文100篇,用内容分析法对它们进行分析,结果发现:小学教师的创造力培养观主要表现在三个方面,即创造力的构成要素、培养创造力的教学方法、培养创造力的环境条件。教师对以上三方面的认识有如下特点:教师基本认同创造力是认知和人格的统一,但在认知因素中多强调创造性思维,相对忽视其他认知因素;教师多运用教师中心的教学方法,倾向于支持学生独立学习的教学方法,忽视学生的合作学习;教师比较重视创设心理安全和心理自由的教学心理环境。根据这些特点,教师培训中应注意:全面、科学地认识创造力;运用并实施创造性教学,实现教学方法创新;扩展认识视野,创设创造教育大环境。

By using the method of content analysis and combining the conditioned selection and the random sampling, the author chooses for analysis 100 articles presented by primary school teachers at the Sixth Annual Conference on Creative Education of Shandong Province in 2002. The results show that primary school teachers' perspectives on pupil's creativity focus on three aspects: structure factors of creative potentials, teaching method for cultivating creative potentials and the environment for the development of creative potentials. The teachers basically agree that creative potentials are the unity of cognition and personality, but they often over emphasize cognitive factors at the cost of ignoring other factors. The teachers are in favor of the teaching methods for encouraging pupils' independent learning, and most of the teachers pay due attention to the creation of an ideal psychological environment for pupils' mental safety and mental freedom. In light of these characteristics, the following points should be given due attention in teacher training: a comprehensive and scientific understanding of creative potentials, proper application of creative teaching, innovation of teaching activities, and expansion of cognitive vision for creating an ideal environment for education.