学会创造乐于创造——5-6岁幼儿创造性律动教学的探索性研究.pdfVIP

摘 要 创造性律动是幼儿园韵律活动的一种方式。在我国大力提倡创造教育的今天， 幼儿教师面对以发展幼儿创造力为宗旨的新教育观，在开展创造性韵律活动的实 践过程中，由于对幼儿能力结构、教学目标结构、以及二者关系的认识模糊，因 而存在“到底应该怎样循序渐进地促进幼儿创造性律动能力有效发展” 的困难。 本研究通过前期的文献梳理，在前人对相关领域研究成果梳理的基础上，整理出 了关于创造性律动的“关键概念体系”。 为了验证该整理出的关键概念体系，本研究采用行动研究方法，扎根于幼儿 园中一个班级，与该班级的一位老师结成合作伙伴，进行了为期一年的设计—— 执教——观察——反思——再设计的“循环研究”过程。在经历了：动作造型多 样性、动作的随乐性、动作与他人的协调性、动作模型化、动作与物体的协调性 这样的“律动元素层层累加”的几个阶段之后，该班级幼儿的创造性律动能力一 次又一次地不断达到了我们期望的水平，因而证实了“关键概念体系”在指导教 师的教学设计、执行和评估工作方面是比较有效的。 除此而外，研究还发现：激发幼儿的创作动机、培养幼儿共同学习的能力也 是幼儿学会创造并快乐创造、享受创造的重要保障条件。 最后，本研究从幼儿园课程设置以及为了幼儿的健康发展角度提出了相关建 议。并对创造性律动这一领域的后续研究有所展望。 关键词：创造性律动；关键概念体系；动机激发；共同学习 I Abstract Creative movement is one kind of rhythm activities in kindergartens. Today, Creative Education is so advocated in our country. In face of the new pedagogy of children’s creativity, kindergarten teachers often have many difficulties in teaching their children, because they feel confused about the structure of the teaching objectives and children’s capacity. In this research, the key concepts system about creative movement is summarized at the base of the previous researches. In order to authenticate the key concepts system about creative movement, the best way is the Action Research. I found a kindergarten teacher as my partner. In the past year, we have carried out the creative movement activities by the circular process in this way: planning--teaching and observing--reflection--planning. During these five stages, the key elements of creative movement were added step by step. The five stages is diversity of statues, the rhythm action, moving with others, modeling movements, moving with objects. At last, the chilren’s ability in creative movement was