發(fā)布時(shí)間：2018-05-12 05:53

  本文選題：我國(guó)小學(xué) + 創(chuàng)新人才��； 參考：《江西師范大學(xué)》2015年碩士論文

【摘要】：如今,在以知識(shí)為基礎(chǔ)的社會(huì)之中,創(chuàng)新是革新的基礎(chǔ),是組織可持續(xù)發(fā)展的基石。綜合國(guó)力的競(jìng)爭(zhēng)歸根結(jié)底取決于創(chuàng)新人才的競(jìng)爭(zhēng),使學(xué)生學(xué)會(huì)創(chuàng)新對(duì)教育而言是有價(jià)值的和可取的目標(biāo)。小學(xué)階段是學(xué)生創(chuàng)新能力發(fā)展的重要階段。本研究通過(guò)對(duì)我國(guó)現(xiàn)行教育模式、發(fā)達(dá)國(guó)家小學(xué)教育模式及我國(guó)小學(xué)創(chuàng)新培養(yǎng)試點(diǎn)校的工作經(jīng)驗(yàn)進(jìn)行調(diào)查研究,并試圖對(duì)符合我國(guó)國(guó)情的小學(xué)階段創(chuàng)新人才培養(yǎng)模式做出一個(gè)初步的探究。具體有以下幾點(diǎn)結(jié)論:第一,我國(guó)現(xiàn)行的小學(xué)人才培養(yǎng)模式在培養(yǎng)小學(xué)生創(chuàng)新能力上是有其獨(dú)特優(yōu)勢(shì)的。我國(guó)小學(xué)生在“五自”品格教育下能夠獨(dú)立學(xué)習(xí)、獨(dú)立學(xué)習(xí)、待人接物、明辨是非以及堅(jiān)持不懈。填鴨式教學(xué)模式雖然備受各界專(zhuān)家、學(xué)者的批評(píng),但不可否認(rèn)的是,它在培養(yǎng)學(xué)生的公共知識(shí)和理論知識(shí)上有著自己得天獨(dú)厚的優(yōu)勢(shì)。在創(chuàng)新能力基礎(chǔ)方面,我國(guó)現(xiàn)行的人才培養(yǎng)模式對(duì)小學(xué)生的心智能力、個(gè)人能力、解決理論性問(wèn)題能力以及解決簡(jiǎn)單性問(wèn)題能力的培養(yǎng)都比較好。第二,我國(guó)現(xiàn)行的小學(xué)人才培養(yǎng)模式也存在其不足之處。我國(guó)小學(xué)生缺乏創(chuàng)新的精神與品質(zhì)。他們個(gè)性知識(shí)和實(shí)踐知識(shí)的培養(yǎng)嚴(yán)重不足。在創(chuàng)新能力基礎(chǔ)的層面上,我國(guó)的小學(xué)生缺乏動(dòng)作能力、團(tuán)隊(duì)能力、解決探索實(shí)踐性問(wèn)題的能力以及解決綜合性問(wèn)題的能力低下,并且不善于發(fā)現(xiàn)問(wèn)題、提出假設(shè)以及驗(yàn)證假設(shè)。第三,發(fā)達(dá)國(guó)家的小學(xué)人才培養(yǎng)模式對(duì)小學(xué)生的創(chuàng)新能力培養(yǎng)有一些可以借鑒的地方,具體體現(xiàn)在四個(gè)方面:以創(chuàng)新品格培養(yǎng)為基本要素的品格教育體系、以合理知識(shí)結(jié)構(gòu)建設(shè)為重要內(nèi)容的育人模式、以創(chuàng)新能力模塊搭建為重點(diǎn)任務(wù)的能力訓(xùn)練、以創(chuàng)新素養(yǎng)提升為拓展方向的人才培養(yǎng)模式。第四,我國(guó)創(chuàng)新人才培養(yǎng)試點(diǎn)校在改革的道路上經(jīng)過(guò)了幾年的摸索與實(shí)踐,取得的經(jīng)驗(yàn)與成果主要有:關(guān)注小學(xué)生創(chuàng)新品格基礎(chǔ)的教育、重視小學(xué)生個(gè)性知識(shí)的傳授、注重小學(xué)生創(chuàng)新能力基礎(chǔ)的培養(yǎng)以及強(qiáng)調(diào)學(xué)生創(chuàng)新能力的提升。第五,筆者以“四個(gè)方面”、“兩個(gè)均衡”、“三種能力”以及“三個(gè)引入”構(gòu)建了符合我國(guó)國(guó)情的小學(xué)創(chuàng)新人才培養(yǎng)模式。
[Abstract]:Today, in a knowledge-based society, innovation is the foundation of innovation and the cornerstone of organizational sustainability. In the final analysis, the competition of comprehensive national strength depends on the competition of innovative talents, so it is a valuable and desirable goal for students to learn to innovate. The primary school stage is an important stage for the development of students' innovative ability. This study investigates and studies the current education model in China, the primary education model in developed countries and the working experience of the pilot schools in the innovation training of primary schools in our country. And try to make a preliminary exploration on the mode of cultivating innovative talents in primary school stage which is in line with the national conditions of our country. The main conclusions are as follows: first, the current primary school talent training model has its unique advantages in cultivating pupils' innovative ability. Primary school students in our country can learn independently, deal with people, distinguish right from wrong and persevere under the character education of "five self". Although the spoon-feeding teaching model has been criticized by experts and scholars from all walks of life, it is undeniable that it has its own unique advantages in training students' public and theoretical knowledge. On the basis of innovation ability, the current talent training model of our country is good for the cultivation of pupils' mental ability, personal ability, ability to solve theoretical problems and the ability to solve simple problems. Second, the current primary school talent training model also has its shortcomings. Our primary school students lack the spirit and quality of innovation. The cultivation of their personality knowledge and practical knowledge is seriously inadequate. At the level of innovation ability foundation, the elementary school students in our country lack the ability of movement, team ability, the ability to solve practical problems and the ability to solve comprehensive problems, and they are not good at finding problems. Propose hypotheses and verify hypotheses. Third, the talent training model of primary schools in developed countries can be used for reference for the cultivation of pupils' innovative ability, which can be embodied in four aspects: the character education system, which takes the cultivation of innovative character as the basic element. The training mode which takes reasonable knowledge structure construction as the important content, the innovation ability module construction as the focal task ability training, the innovation accomplishment promotion as the expansion direction talented person training pattern. Fourth, our country innovates the talented person training pilot school in the reform road through several years grope and the practice, obtains the experience and the achievement mainly has: pays close attention to the elementary school student innovation character foundation education, attaches importance to the primary school student individuality knowledge imparting, Emphasis should be placed on the cultivation of the foundation of pupils' creative ability and on the promotion of students' innovative ability. Fifthly, the author constructs the training mode of innovative talents in primary schools in accordance with the national conditions of our country with "four aspects", "two equilibrium", "three abilities" and "three introduction".
【學(xué)位授予單位】：江西師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類(lèi)號(hào)】：G622.0

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