題名: 提升幼兒創造力教學中教師應有的省思 作者: 陳秀才;陳惠尹
貢獻者: 亞洲大學
關鍵詞: 創造力;創思教學;幼兒創造力 creativity ;creative thinking instruction;creativity in young children
日期: 2006-11-23
上傳時間: 2009-12-08T05:25:28Z 出版者: 亞洲大學幼兒教育學系
摘要: 本研究的目的，主要在說明創造力於目前變化多端的世界中，誰能掌握
創造力誰就能領先世界。而國民的創造力，是可以予以培養。幼兒教師在教學中最重 要的是能否運用創思教學，以提升孩子的創造力。
因此，教師宜在幼兒時期，就能給予幼兒創造思考的教學。創思教學與傳統教學是有 區別。學生在學校學習期間，其問、思、做、評等的機會比老師還多或少，如果過少，
那麼尚不出傳統教學的窠臼，否則就是具有創思教學的雛形。
此外，老師的教學態度或方法，更是影響幼兒創造力提升與否的關鍵。本論文中指 出，影響幼兒創造力發揮與否的關鍵是教師。而教師對自己的教學應有以下幾點的省 思，希望藉此探討能提供幼教老師的參考：（一） 教學態度能激發創造力發展
（二）教學情境能影響創造力發展（三）教學材料能增強創造力發展 The primary purpose of this study is to emphasize the distinguished power of
creativity. Those who are able to be the most creative will lead the rapidly changing world. The creativity of citizens is cultivatable. For fostering creativity in young children, the most important thing that teachers may do is to employ the instructional strategy of creative thinking. During early childhood, it is appropriate for teachers to offer creative thinking in terms of instruction to young children. Creative thinking instruction and traditional instruction are different. To be considered as a creative thinking instruction, teachers should create moments for students to ask questions, to ponder, to act out, and to evaluate. Otherwise, it is a traditional instruction. Early childhood teachers’ attitudes towards teaching and learning as well as
instructional strategies have an impact on promoting creativity in young children. This study argues that early childhood teachers play essential roles in nurturing creativity in young children. The teachers should recognize that: 1. Instructional attitude may motivate the development of creativity, 2. Instructional environment may affect the development of creativity, and 3. Instructional aids/ teaching aids may enhance the
development of creativity.
