科藝整合學(xué)習(xí)活動(dòng)的過程及其對(duì)兒童創(chuàng)造性思維的促進(jìn)

摘要： 為了探究兒童科學(xué)與藝術(shù)整合學(xué)習(xí)活動(dòng)的過程及其對(duì)兒童創(chuàng)造性思維的影響,本研究對(duì)北京城區(qū)272名4～6歲兒童的科學(xué)與藝術(shù)整合學(xué)習(xí)活動(dòng)進(jìn)行觀察,結(jié)果發(fā)現(xiàn)此種活動(dòng)通常會(huì)經(jīng)歷"融入審美感覺的問題提出—貫通審美知覺的推測(cè)猜想—滲透審美想象的行動(dòng)驗(yàn)證—匯集審美創(chuàng)造的方案達(dá)成及評(píng)議"四個(gè)階段,是兒童由情境引發(fā)的解決問題的心向,在教師的支持作用下,實(shí)現(xiàn)感性與理性、情感與邏輯聯(lián)系,內(nèi)在思維與外在行動(dòng)聯(lián)合,將兒童的設(shè)想變?yōu)楝F(xiàn)實(shí)的過程,該過程能夠顯著提高兒童的學(xué)習(xí)興趣,改善兒童的學(xué)習(xí)方式,由此促進(jìn)兒童創(chuàng)造性思維發(fā)展。教師在日常教育教學(xué)中應(yīng)善于關(guān)注兒童"問題導(dǎo)向經(jīng)驗(yàn)構(gòu)架"的形成,引導(dǎo)兒童理性和感性力量的流動(dòng)與平衡,幫助兒童創(chuàng)造性地處理生活和學(xué)習(xí)中的問題。
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 272 4～6-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.