浅谈在优化的情境中培养学生的创新能力中英文对照(精选).docVIP

浅谈在优化的情境中培养学生的创新能力中英文对照 How to cultivate the students innovation ability in both Chinese and English in the optimization context 在教学实践中，我们感到由于情境教学具有以美为突破口，以情为纽带，以思为核心，以儿童活动为途径等鲜明的特色，因而对培养学生的创新意识、创新思维及创新人格有着独特的作用。现就如何在优化的情境中激发儿童的创新动机、营造创新氛围以及培养创新思维谈几点做法和体会。 In teaching practice, we feel because of the situational teaching has to the United States as the breakthrough point, to love as a link, to think of as the core, to childrens activities as the characteristic way bright, thus to cultivate students innovation consciousness, plays a unique role of innovative thinking and innovative personality. Now how to optimize the environment to stimulate childrens creative motivation, create innovative atmosphere and the cultivation of innovative thinking to make a few practice and experience. 一、注重情境的探究性，激发创新动机 One, pay attention to the inquiry situation, stimulate innovation motivation 动机是激发和维持个体的活动，并使活动朝向一定目标的内部心理倾向和动力。人类的任何行为、活动的产生和维持都离不开动机，创新活动同样需要创新动机来激发和维持。创新动机将直接决定个体从事创新活动的期待，对结果的评价和体验，进而影响其从事创新活动的积极性和创新能力的发展。情境教学十分重视在教学过程中创设探究性问题情境，这就为儿童创新动机的激发提供了契机。 Motivation is to stimulate and maintain the individual activities, and make the activity toward a goal of internal psychological tendency and power. Any act of human activity, and maintenance are inseparable from the motivation, innovation also need motivation to stimulate and maintain. Innovation motivation will directly determine the individual engaged in innovation activity expectations, the evaluation results and experience, development and impact in the innovation activities and innovation ability. Situational teaching attaches great importance to the creation of problem situations in the teaching process, and provides an opportunity for children to stimulate the innovation motivation. 情境中提出问题，引发好奇心。好奇心是兴趣的先导，是人们积极探求新奇事物的倾向，是人类认识世界的动力之一，对于形成动机有着重要的作用。富有创新精神的人往往有着强烈的好奇心。爱因斯坦就曾说，他没有特别的天赋，只有强烈的好奇心。我们在创设探究性情境时，注意在情境中提出问题引发学生的好奇心。例如教学寓言《寒号鸟》时，李吉林老师这样导入新课：“这一课，李老师给你们讲个民间故事。很久以前，在很远的一座高山脚下，有一堵石崖（用粉笔勾画石崖）。如果在冬天的夜晚从山脚下经过，你会听到从石崖