On the methods of cultivating children's imagination;
Imagination is the foundation of invention. With bold ideas, science will continue to develop, and with rich imagination, the times will continue to advance. Einstein said: Imagination is more important than knowledge, because knowledge is limited, and imagination summarizes everything in the world, promotes progress and is the source of knowledge evolution.
Strictly speaking, imagination is a real factor in scientific research. It can be seen how important imagination is to the development of human society. In the information age, the cultivation of creative imagination has become an important subject of education. We believe that the cultivation of children's imagination should start from infants and explore the best way to cultivate children's imagination according to their physical and psychological characteristics.
Imagination is a process in which the human brain processes and transforms the existing image to form a new image. Virtual image is not a simple representation of memory representation, but a processing and transformation of memory representation.
Children have no imagination within one year old, and they have imagination factors from one to two years old. The imagination of two to three years old has been developed, and it is still in its infancy. After the age of three, children's imagination has no predetermined purpose and theme, and often comes directly from external stimuli unconsciously. Intentional and creative imagination develops initially to meet the imagination process.
First, expand children's horizons and enrich their perceptual knowledge and life experience.
Although imagination is the process of forming a new image, this new image is also processed on the basis of the existing memory representation in the past. That is to say, whether the content of imagination is novel or not, the level of imagination development depends on whether the original memory representation is rich or not, and whether the original representation is rich or not depends on the perceptual knowledge and life experience.
Therefore, the accumulation of knowledge and experience is the foundation of children's imagination development. In practical work, we should guide children to perceive the objective world, let them be exposed to nature, let them see more, listen more, imitate more and observe more, and broaden their horizons, accumulate perceptual knowledge, enrich their life experience, increase the content of appearances and add materials to their imagination through activities such as visiting and traveling.
Once when I was leading the children in my class to outdoor activities, I saw white clouds in the blue sky. One child couldn't help shouting: Teacher, I really want to pick a white cloud. I asked why? I want to eat, so sweet. That's cotton candy!
I looked up and saw that these white clouds were fluffy and soft, much like a cotton candy! It seems that this child must often eat cotton candy.
Another child said: this is not cotton candy, but a group of sheep released by my grandfather. It turns out that this child's grandfather keeps a flock of sheep in the countryside. No wonder children have a clear memory of sheep. It can be seen that children's perceptual knowledge and life experience are very important to children's imagination. Children's individual experiences are different, and the content of imagination is also different.
Second, make full use of literary and artistic activities to develop children's imagination.
Kindergarten has carried out a series of literary and artistic activities, which is helpful to cultivate imagination.
First of all, the development of children's imagination is inseparable from language activities. Imagination is the reflection of the brain to the objective world, which needs a complicated process of analysis and synthesis. This process is closely related to language thinking. Through words, children gain indirect knowledge and enrich the content of imagination, and children can also express their imagination through words.
In teaching activities, learning stories and poems can enrich children's creative imagination and stimulate children's extensive association. For example, when learning the story "Little Mole is going home", Clara, the little Mole, skipped outside and got lost. What should she do?
Teachers can explore children's imagination by inducing heuristic questions, and children will try their best to find ways for the little mole. Some people say that the little mole can find the police uncle. Some say the little mole can dial 1 10?
Some people say, take a taxi. Others say that Uncle Lei Feng loves to send lost children home, express his opinions and expand his rich imagination. In this way, imagination will be developed to varying degrees.
Secondly, art activities are the ideal wings of children's imagination. Will's paintings, in particular, can freely give play to children's imagination and conceive strange and novel works. In the teaching process, teachers should stimulate children's inspiration, let children's imagination fly, ignite the spark of children's creation, encourage children to paint boldly, and let children give full play to their imagination to create excellent works.
To evaluate children's art works, we should not take the eyes of adults, let alone take the image as the standard. Even if the children's paintings are not like the four, we should communicate with them and understand the children's thoughts. Once we drew a dream, a child drew the moon and stars, and drew a big gap in the moon.
Say that the moon is not like the moon,
I said that the stars have no edges and corners, so I asked: How did you draw the moon like this? Can you tell the teacher why? Children are encouraged to express their imagination: my grandmother said that the Tengu ate the moon, and it didn't bite from here. The child said, proudly pointing to the gap. I suddenly realized that I praised the child in time and told the formation process of the solar eclipse with a naive story.
Thirdly, music and dance activities are also an important means to cultivate children's imagination. Through the feeling of music and dance, children can use their imagination to understand the artistic image they created, and then use their creative thinking to express the artistic image.
For example, when listening to music, the teacher plays a piece of music to let the children listen, think and think. When the teacher plays the emotional March, the children will make great strides and say that they are the People's Liberation Army and the small navy. When you play a light music, the children will be quiet. Someone said: Teacher, I had a dream that I became a soldier. Therefore, music and dance also provide children with imagination space and cultivate their imagination.
Third, games can promote children's imagination and make them active.
During the game, children can play various roles, develop the plot of the game and expand their imagination.
For example, in the game of driving a train, children will ride on small stools, shouting flutes and tooting nursery rhymes: a long train, busy transporting grain and coal, drilling caves, crossing bridges and arriving at the station. You see, the child is always in his imagination, just like a conductor. Kindergartens should often carry out such games, fully mobilize children's thinking and imagination, and fully develop children's imagination in a relaxed game atmosphere.
Fourth, the role of toys in children's imagination can not be ignored.
Toys provide a material basis for children's imagination activities, which can revive and connect the old temporary connections in the cerebral cortex and make imagination in a positive state. Toys are easy to reproduce past experiences, so that children are touched by scenes, thus developing various associations, inspiring children to create and prompting children to imagine. Sometimes, children can immerse themselves in their toy imagination for a long time.
Like a child holding a doll.
When playing games, I will imagine myself as a father or a mother, and I will tell myself that the doll doesn't cry, the mother hugs, the doll sleeps and so on. These interesting games can activate children's imagination and promote their imagination development.
Fifth, create conditions for children to be whimsical.
Give children free space, both ideologically and behaviorally. Don't freeze their thinking, let alone stifle their imagination. Let children fantasize. Traditional education is often rigid, telling children directly that the sky is blue and the sun is round.
This is not good, there is no room for children's imagination, killing the nature of children's imagination. Today's quality education is to develop children's creative thinking and cultivate their creative imagination. Goethe's mother attached great importance to the cultivation of children's imagination. When Goethe was a child, when his mother told him a story, she would always stop and let Goethe imagine the future of the story. Perhaps it is based on the cultivation of this imagination that Goethe finally became a world-famous great writer.
It can be seen that the cultivation of children's imagination is not only very important, but also related to their future development. Therefore, in practical work, we should create various conditions for children to be whimsical and give full play to their imagination.
As a kindergarten teacher, we should not only be familiar with the physiological mechanism of children's imagination development, but also cultivate children's imagination in our work, which is the basic requirement of quality education. It is hoped that preschool education research institutions and front-line preschool teachers will join hands to discuss the best way to cultivate children's imagination.