让 学 生 展 开 创造 的 羽 翼

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1、让 学 生 展 开 创造 的 羽 翼湖北省黄石市广场路小学 曾 莹苏联教育家苏霍姆林斯基曾说过：“在人的心灵深处，都有一种根深蒂固的需要，这就是希望感到自己是一个发现者、研究者、探究者。而在儿童的精神世界中这种需要则特别强烈。”（见教学法大全73页）作为教育者多给学生提供这种探究的机会并让他们感受到成功的喜悦，这将激励他们不断的去探索，从而走上成功的之路。一、创设创造思维能力的情境。想象是拓宽儿童思维空间的最好途径。情感是想象的动力。“没有人的情感，则过去、现在和将来永远也不可能有对真理的追求。”想象力源于见识多广，对周围事物和外部世界的认识和印象积累越多，就越会产生丰富的联想。当然，启动想象

2、的大门，培养创造思维能力，最好的方法莫过于创设情境，引导学生观察，先打动其情绪，催化其情感，即以情动人，激发和唤起创作动机。例如：在教学小鸟的家一课时，先播放CAI课件录相片，当孩子们看到美丽的森林里有许多的鸟儿在唱歌、跳舞，而这些鸟儿又是他们所熟悉的，很快他们便情不自禁说出鸟儿的名字或是学鸟儿的叫声。当孩子们看到森林遭到伐木工人的破坏，鸟儿飞走了，小鸟无家可归时，他们脸上露出严肃、愤怒的表情。有的在下面议论“小鸟太可怜了”“那些伐木工人太可恶了”。栩栩如生的画面和背景音乐渲染、营造一种气氛，在这样一个感情丰富、富有激情的状态下，学生的感觉器官极为敏感，能够获得更多的感知信息，同时这种情绪也激

3、发他们的想象力，开拓起来，使其想象的因子处于极其活跃的状态，激起创作的浪花，创造出令人激动的作品。在这个过程中，情感便积极参与到创造之中。二、运用发散思维方式去创造“发散思维是一种无规则、无限制、无定向的思维，具有灵活性、流畅性、多变性、新颖性和相对性等特点。”通过引导，丰富学生思维的形象性、灵活性和广阔性、培养学生发散思维的创造性，启迪学生的创造想象和创作构思。因此每一节课我都要求学生围绕题目，尽可能多的去设想，看谁的想法最多，最有独到之处。如：在小鸟的家这一节课中，我出了这样一个题目：用什么方法为小鸟建新家？他们在下面议论纷纷：“用木头做房子”“用橡皮泥涅一个房，这样的房子住起来很温暖”“

4、用铁做一个房子很结实”“用五颜六色的纸做房子很漂亮”有的学生一口气说出五、六种方法，无论多与少，此时学生打开想象的闸门，毫无故忌的说所见、所想、所感受。在这个过程中，学生敢于用多种手法表现事物，表现内心的情感。实践证明：发散性思维使人思维活跃，浮想联翩，心脑开阔，情绪乐观，在这种思维活动中，伴随着创造奇迹的出现。三、在实践中培养创造能力在小鸟的家这一课，要求学生以小组为单位学会运用各种材料为小鸟做新家。这并不难，关键是培养学生的创造能力，自己动手设计，体会一下当建筑设计师的滋味。看见桌上有这么的材料（各种颜色的彩纸、橡皮泥、旧挂历纸、旧花布、碎纸贴）同学们都很兴奋，迫不及待的动手。一位学生将红

5、色的彩纸做底色，用旧布剪了一个树干，再用黄色的橡皮泥捏了一个方形的房子放在树枝上，在天上做了一个大大的太阳和几朵漂亮的白云，将黑彩色笔画了几只可爱的小鸟置身于中，一幅美丽的图画呈现在我们眼前。这位学生却能将几种不同的材料综合使用，由此可见他是动了一翻脑筋的。另一位学生则在纸上勾出了一棵很大的树，然后他用一些闪闪发亮的碎纸撒在树枝和树干上，把这棵树打扮成了一棵闪闪发光的树，接着用旧布做了一个鸟窝放在树枝上。整幅作品非常的于众不同。“你为什么要做一棵闪闪发光的树呀？”我问。“要让砍树的人眼花看不清楚，这样就能保护小鸟了。”他回答到。通过本课的教学活动，学生巧妙构思、新颖立意、动手制作。在学习过程中

6、，既锻炼了学生动脑、动手的实践能力，又培养了学生的创造能力。四、激励学生创造性思维创造思维是在主动探索未知的过程中体现出来的。创造需要勇气，需要有一定的气氛烘托，在创造活动中，有的学生怕自己的作品特殊，怕同学起哄，更怕得不到老师的认可，因此，教师要积极创设生动和谐的氛围，鼓励学生展开想象的翅膀，发挥创新的潜能，做到敢想、敢说、敢做，教师要充分发挥教学激励的功能，培养学生的创新意识。提倡学生有创造意识，就要求老师及时发现表扬美术实践中敢于标新立异的同学，尤其在评判学生作品时，要看谁的作品不随大流，能另僻蹊径，有独到之处，谁的作业才是有创意、优秀的作业。例如：小鸟的家这课的学生作品我运用了两种方法

7、进行评定：（1）请每个学生将自己的作品粘贴上去，激发他们的兴趣，鼓励他们的自信心，给他们一个展示自我的舞台。“你觉得你给小鸟 设计的家很有创意、很优秀，就把它贴到黑板上。”我鼓励到。很多的学生将自己的作品贴上了黑板，有的学生还贴了好几幅。（2）采取提问的方式：“如果你是一只小鸟你最想飞进那一个家？为什么？”让学生扮演一只可爱的小鸟，用孩子的眼光去评定孩子的作品效果非常不错。如：有孩子这样说，“我想飞进用橡皮泥做成的家，这家很柔软，这个家很香，我很喜欢。”总结阶段要尽量给学生“发表”的机会，让学生讲画、评画、欣赏画，体验创作的审美感受。鼓励学生难得可贵的创造性思维。与学生之间互相评定。无数事实说

8、明：注入式教学只让学生学会了记忆，启发式教学 只让学生学会了思考，只有探究性教学才是培养学生创新能力和实践能力的一种有效途径。陶行知先生曾说过：“让我们解放眼睛扔掉有色眼镜，要看事实、看未来；解放头脑，撕掉精神的裹头巾，要想得通、想得远；解放嘴巴，享受言论自由，谈天、谈地，谈出真理来；解放双手，甩云无形的手套，大胆操作，向前开辟；解放空间，把学生从文化的鸟笼里解放出来，飞向大自然、大社会去寻觅、去捕捉。”每一个少年儿童都有创造力，都有自觉探索愿望。让我们勇于发掘孩子们的创造潜能，弘扬人的主体精神，促进学生的个性和谐的发展，努力培养创新型人才。让学生展开创造的羽翼飞向蓝天。QcWA3PtGZ7R

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