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为培养幼儿的创造性思维,我们在中国创造学研究会(筹)的指导下,对谜语、计算教学中如何激发幼儿的扩散性思维进行了实验。按传统的教学方法,谜语教学一般都由教师选定谜底,课前编好谜面,强调编谜面的顺序性,规定语句字数,只限编一个谜面,上课时根据事先拟定的顺序进行提问,最后把事先编好的谜面传授给幼儿;幼儿虽有讲话机会,但发言面不广,往往还是教师一言堂,不允许幼儿超越教师预定的框框。在计算教学中,只是教幼儿机械地记忆枯燥的结论,提问的内涵小,追求唯一正确的答案。这种传统的教育模式使幼儿的扩散性思维遭到抑制。如在进行10以内数的顺数、倒数教学时,要幼儿从10以内数中任一数开始接着数,不一定要从1开始,可幼儿总是从1开始数,而不会从10以内其他任一数开始。又如,在教数的组成时,请幼儿分4棵青菜给两只动物,幼儿总是一边一棵,然后再是一边一棵;还有的幼儿一边一棵分了后,剩下两棵不知怎么办,只好问老师:留到明天再分给两只动物各一棵,好吗? 针对传统教育模式存在的弊端,我们在实验教学中采用了创造教学法。
In order to cultivate the creative thinking of young children, we conducted experiments on how to stimulate children’s diffusive thinking in the teaching of riddles and counting under the guidance of the China Association of Creation Studies. According to the traditional teaching methods, the riddle language teaching is generally selected by the teachers answer the riddle, compiled pre-class riddles, emphasize the order of compilation of riddles, the provisions of the number of words, only to compile a mystery, the class according to the order of preparation in advance questions, and finally Pre-programmed riddles are taught to young children; children have a chance to speak, but they are not widely spoken. Teachers often say a word, and do not allow children to go beyond the teacher’s predetermined frame. In the calculation of teaching, only to teach children to remember the boring mechanical conclusion, the content of the question is small, the pursuit of the only correct answer. This traditional mode of education has discouraged young children’s diffuse thinking. Such as the number of 10 within the countdown, countdown teaching, the number of children from less than 10 to the number of the beginning of the next few, not necessarily starting from 1, but the child always starts from a few, but not from within 10 Any other number begins. In another example, when teaching the composition of numbers, please give four young children to two animals, young children are always on the side and then on the side of the other; I do not know how to do, had to ask the teacher: stay until tomorrow, two animals were assigned to each one, okay? In view of the shortcomings of the traditional education model, we used to create teaching method in experimental teaching.