【摘 要】
：
“一物多玩”被幼儿园教师普遍看作是促进幼儿创造能力发展的重要途径.创造能力是什么呢?正确来说:由人的创造性思维品质与创造性个性品质综合而形成的一种能力.创造性能力思
【机 构】
：
湛江经济技术开发区第三幼儿园 广东湛江 524072
论文部分内容阅读
“一物多玩”被幼儿园教师普遍看作是促进幼儿创造能力发展的重要途径.创造能力是什么呢?正确来说:由人的创造性思维品质与创造性个性品质综合而形成的一种能力.创造性能力思维品质主要包括思维的流畅性、变意性;创造个性品质主要包括好奇心、想象力、挑战性和冒险性,为此,创造能力的培养必须从幼儿园抓起,在这个阶段的孩子正是脑细胞增值快、大脑皮层发育旺盛、创造思维发展迅速的时期.心理学研究证明:3岁到5岁的孩子十分富于幻想,创造萌芽时有显现,表现出不受习惯约束的想象力和创造力,这期间孩子们兴趣十分广泛,好奇心很强,思维定势少,求知欲望强烈.每个孩子都有创造的潜质,他们对未知世界充满向往,对任何事物都想探个究竟,所以这时各种各样的玩具自然成了孩子们的亲密伙伴,更是孩子们开展各种游戏的基础,而结构游戏则是利用许许多多的成品或半成品玩具为孩子提供自由探索、大胆想象的空间,有利于孩子创造能力的培养.但是,教师在指导幼儿开展游戏活动时,怎样才能有效做到促进幼儿创造能力的发展呢?先来看以下几个场景.
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