Cultivating children's autonomy, initiative, creativity and practical ability is an important goal of preschool education reform, so it is of great practical significance to discuss the development of children's innovative ability at present. As a front-line preschool teacher, how to cultivate children's creative thinking is more effective?
First, it is important and possible to cultivate children's creativity from early childhood. Children themselves have potential creativity. The spiritual world of children aged three to six is full of curiosity, exploration and fantasy. Their thinking is often not bound by habits, and they can seek answers in a new and unusual way according to the requirements of questions. Therefore, we should pay close attention to the cultivation of children's creative thinking and don't let them miss this important period.
Second, language and thinking are closely related, and they are both important factors of intelligence and creativity. Why can people exchange ideas through language activities such as conversation and communication? Language and thinking are closely related. First of all, language activities are inseparable from thinking. Language is the content or result of thinking, and the level of thinking often affects the level of language. Language is also a tool of thinking, and the development of children's thinking ability and language ability is carried out simultaneously. Children's mastery of the process of language development is also the process of thinking development. When teaching language, teachers guide children to understand and describe things from all angles, encourage children to conceive different answers, and the language content is novel, strange and vivid, which promotes the multidirectional, unique and flexible thinking activities of children and improves the development of children's creative thinking and language.
Third, children's language education is a lot of injection and directional thinking. In story teaching, it is common for teachers to talk and children to listen, and then ask a few questions, learn words and remember the plot within the scope of the teacher's guidance. In poetry teaching, some teachers just mechanically ask children to read it over and over again until they can recite it. Some classes that originally belonged to the creative narrative category, such as continuing to write stories and narrating life experiences, were also bound within the scope prescribed by teachers, thus limiting children's thinking. These phenomena are often due to teachers' neglect of children's dominant position and their enthusiasm and creativity. In language teaching, teachers should change the orientation of children's thinking activities into multi-directional and flexible, and provide broad thinking space for cultivating children's creative thinking.
Fourth, the implementation process creates a relaxed atmosphere in children's language activities and encourages children to dare to speak. In kindergarten language activities, we should first create a relaxed psychological environment for children. In a relaxed and happy atmosphere, children want to speak, dare to speak, and feel the joy of speaking. Of course, relaxation does not mean that children can speak freely, but that children have no pressure and do not emphasize right or wrong and good or bad. Teachers should insist on "understanding, accepting, supporting and encouraging".
1. Allow and accept children's language characteristics. In language education activities, teachers should encourage more and criticize less; More support, less opposition; Appreciate more and be less sarcastic; More inspiration and guidance, less negative indoctrination. Limited by life experience, vocabulary and thinking characteristics, according to the standards of adults, sometimes the meaning expressed by children's language is not necessarily accurate or appropriate. Children in small classes often don't use some words when telling stories, and some children can express them in dialects. Nevertheless, at this time, in addition to guiding children to express accurately, I also strongly encourage and praise children, because it is more important for them to solve problems with language than to make sentences correctly.
2. Patiently meet the needs of children's language communication In the past, in collective language education activities, when some children answered questions roughly in line with the teacher's imagination, the teacher immediately summarized them and quickly moved on to the next question, which often made it easy for children to form a mindset. In teaching, teachers should help children break through stereotypes and stimulate children to think from multiple angles.
3. Relieve the pressure of children's language development In teaching, teachers often use competition to stimulate children's development. For example, in language activities, there are also contents such as comparing who thinks fast and speaks more. As a result, only a few children with good language development always raise their hands, while children with weak language level simply don't raise their hands. In their own words, "teachers always praise them for speaking well." In fact, each child's acceptance ability is different, and his learning advantage is different. Therefore, we should acknowledge the differences and pay attention to them. We should not always judge children by the unified standard of "complete speech" and "rich words", but should treat children with different language levels with different evaluation levels. For children who are a little slow-witted, we can use "It's good that you can speak bravely!" It is necessary to encourage and emphasize the vertical comparison between individuals, but downplay the horizontal comparison between groups, so that those backward children can see their progress, reduce the pressure of language development, and let all children dare to speak in a truly relaxed language atmosphere.