儿童生活中处处有创造。儿童的创造力是回忆过去的经验,并对这些经验进行选择,重新组合,加工成新的模式,新的思路或创造新的产品的能力。儿童的创造力更多地受好奇心的驱动,自发性较强,针对性较差,而借以表现的活动及领域则相当广泛。儿童最喜欢想象,而正是在这些想象或想象的结果中,包含着丰富的创造性成份。因此,就儿童创造思维的培养可以从以下几个方面来着手:一、以儿童发展为中心。二、注重儿童的兴趣培养。三、注重儿童发散思维的培养,让儿童在美育活动中感受到创新的快乐。四、避免伤害儿童的自尊心,让儿童体验成功的喜悦。总之,教师应时时意识到,儿童的创造力不同于成年人,只要孩子原先不会的而现在会了,就是一种创造;只要别人没有相想到的而孩子想到了,就是一种创造;只要孩子在原先或别人的基础上做得更好的,就是创造。只有树立了这样的观念,教师具有“伯乐”之心,才会以欣赏的眼光看待儿童稀奇古怪的创造活动,才能更好地保护儿童最原始的创造意识,才能更多地发现儿童创造力的萌芽。 Everywhere in children’s life is created. Children’s creativity is the recollection of past experiences and the selection, recombination and processing of these experiences into new models, new ideas or the ability to create new products. Children’s creativity is more curiously driven by curiosity, more spontaneity and less targeted, and there is a wide range of activities and areas to be represented. Children’s favorite imagination, and it is in these images of imagination or imagination, contains a wealth of creative ingredients. Therefore, the cultivation of children’s creative thinking can proceed from the following aspects: First, the development of children as the center. Second, focus on children’s interest in training. Third, pay attention to the development of children divergent thinking, so that children feel the joy of innovation in aesthetic activities. Fourth, to avoid harming children’s self-esteem, so that children experience the joy of success. In short, teachers should always realize that children’s creativity is different from adults, as long as the child does not know the present will be a creation; as long as no other people think of it, is a creation; as long as Children on the basis of the original or others to do better, is to create. Only if such a concept is established and the teacher has the heart of “Bole” can we view the children’s strange and creative activities with appreciation, so as to better protect children’s original creation awareness and to find out more about children’s creation The germination of force.