How does America cultivate children's imagination and creativity?

The United States is the most developed country in the world. At the same time, it is also the country with the most talents and talents. So, how does the United States cultivate children's imagination and creativity?

How does the United States cultivate children's imagination and creativity

1. Time to ensure the cultivation of children's imagination and creativity requires a certain amount of time. In American schools, especially in American primary schools, students have more spare time and less homework after class. Under relaxed conditions, it is possible for American primary school students to imagine at will and let their thoughts fly.

2. There is no standard answer, but be careful. In the drawing class, Mr. China usually takes out samples for the whole class to copy. Whoever imitates realistically gets high marks. American teachers encourage students to imagine freely. There is no standard answer, let alone whether the imitation is realistic. As long as they are carefully designed, they all get high marks.

3. Music opens the imagination. When American primary school students reach the third grade, they should choose an instrument. After junior high school and high school, this instrument will follow the children to further their studies.

4. Going hiking American children don't spend a lot of time copying new words, but going hiking is quite distinctive. The distance of hiking teaching in American schools is far and near, and the content is rich. For example: watching musicals, going to art galleries, visiting farms, etc.

5. Science Festival American primary and secondary schools hold science festivals at least once a year. There is no standard proposition in the competition. Children will use whatever topics they are interested in and good at to sign up for a test. For example: study the changing history of Coca-Cola bottles, study local rocks, etc. Whether children attend the science festival or not is voluntary, and the school is not reluctant.

6. Educational concept American parents believe that children will do their best if they are allowed to do what they like.

There are two main ways for Americans to cultivate students' innovative ability.

First, let students directly perceive and do it by themselves.

American teachers usually give students some wooden blocks and rulers, and they measure the length, width and height of the wooden blocks, and then make some simple objects. In this way, they know the purpose and usage of the ruler in practical operation, and also understand the addition and subtraction relationship between the length of line segments. Teachers just assign tasks and answer all kinds of problems that students encounter in hands-on operation. In this way, students are always in a specific operation, which greatly exercises students' ability to find problems by themselves and solve problems by themselves, instead of doing it according to the methods prescribed by teachers in advance, which gives students ample opportunities to develop their imagination and creativity.

Second, learn from nature and society

American schools pay great attention to let students acquire knowledge from society and nature. Students often travel, and when they learn something, they go to the field to visit and inspect what content, and go to factories and farms everywhere. If a student has no money to go out because of family difficulties, the school can advise him to work-study programs to solve his financial difficulties. If parents want to take their children with them when they go abroad or travel abroad, the school will actively support them. They don't think it will delay learning, but think it is the most vivid learning and can broaden their horizons.

How can American schools strengthen the cultivation of students' creative ability

First, the curriculum is flexible and outstanding in application

American states and localities can set the curriculum according to their own conditions. The whole curriculum system is more flexible, and strives to be broad and deep, so as to promote specialization with knowledge. For example, in addition to English and mathematics, the compulsory courses in American middle schools combine biology, physics and chemistry into science subjects; History, geography and politics are merged into social disciplines, emphasizing the links between disciplines.

American high schools implement the "shift system", and students have no fixed classroom or class concept. Students are promoted to a higher grade according to the number of credits earned. The school offers compulsory courses at different levels for students to choose from, and students can choose classes with different progress according to their learning level. If the school divides high school mathematics into algebra II, algebra I, trigonometry and calculus, they are also 1th grade students (equivalent to Grade Two). If your math foundation is poor, you can choose to continue studying from algebra II. If you are a top student in mathematics, you can choose calculus. This hierarchical teaching can make students of different levels learn more actively and actively, and avoid the phenomenon of "accompanying students", which is conducive to the individualized development of students.

American high schools have no key points or non-key points, but each school can form its own characteristic projects. In addition to compulsory courses, the school also offers dozens or even hundreds of elective courses or activity courses according to its own characteristics for students with different interests and specialties to choose from. Their elective courses include special classrooms, full-time teachers and special funds. For example, we visited an American high school (Paiapsco High Schoo1 1), which is good at arts. Around this feature, the school offered dozens of elective courses. In its oil painting elective class classroom, we saw a series of students' works hanging around the wall, from drawing paper, drawing board, paint and other materials. The tutor is a well-known painter in the local area.

ii. Scenario of textbook compilation

The local, county and district education administrative departments can decide for themselves the textbooks used in American schools, and the school principals can also have the right to decide on the use of textbooks according to the school situation. But no matter what kind of textbooks, there is one thing in common: they all pay attention to the creation of scenarios. So that students can learn all kinds of knowledge, at the same time, they can connect with the problems encountered in real life, and they can apply what they have learned and apply what they have learned. Such as math class, it is not simply from symbol to symbol. Instead, it links various definitions and formulas of mathematics with real life. There is often no problem in the application of mathematics, only one phenomenon is put forward, so that students can decide what problems to solve when solving problems. Therefore, for American students, a question often has different solutions and answers. Therefore, students are encouraged to find and solve problems by themselves.

The "life-oriented" teaching materials can help students to directly see the "application value" of knowledge, and then urge them to discover its new application direction, which is of great benefit to cultivating students' creative observation ability, thinking ability and practical ability.

Third, pay attention to the role of teachers' "guidance"

To cultivate students' innovative ability, the key is that teachers should be good at "guidance". In American schools, teachers' psychological qualities such as "independent thinking, curiosity, humor, understanding, diligence, determination, initiative and sincerity" are highly respected.

American school teachers don't use "full-hall irrigation" in teaching, but use heuristic, conversational and discussion teaching methods. Teachers ask questions or assign tasks, and teachers and students discuss and explore together. For example, we once listened to a junior high school biology class about cold-blooded animals and mollusks. Before the class, the teacher asked the students to inquire and collect which animals are mollusks and which are cold-blooded, and asked them to draw the outlines of these animals simply. In class, let the students discuss what they have prepared, and the teacher will guide them and correct the mistakes. Due to the different contents and sources prepared by each student, through classroom communication, students not only understand the concepts of mollusks and cold-blooded animals, but also enrich their understanding of their representative types.

When you walk into a classroom in an American school, you can't help but marvel at the "casualness" of teachers and students. The whole classroom atmosphere is relaxed and the relationship between teachers and students is harmonious. Teachers encourage students to ask questions at any time in class, and even interrupt the teacher's class. Teachers will not be impatient or refuse to answer students' questions. That is, students ask wrong questions or answer wrong questions, but as long as there are new ideas, teachers will affirm and praise them. Teachers cultivate students' abilities of collecting, analyzing and organizing information, expressing ideas and sharing information, teamwork, problem solving and applying science and technology through the teaching process. Form a process of continuous improvement and perfection from knowledge, ability, method, application and innovation.

Fourth, I believe every student can succeed

When we visited various schools in the United States, we could strongly feel the idea that every student can succeed based on the all-round development of students' personality. No matter what kind of students, teachers will try their best to find the bright spots in them and affirm and praise them, even for students in reform schools. In their own words: Every student can learn and succeed. But not on the same day, and not in the same way (every student can learn and succeed, but in different ways and at different times). Slogans that encourage students to succeed can be seen everywhere in the school. For example, "If the opportunity doesn' knock, build a door (if opportunity doesn't knock, build a door). Build a bridge to excellent.

The school does not judge a student's success simply by his grades. Mainly depends on whether the student has made progress on the original basis. Every school has special classes, which are attended by teachers with strong sense of responsibility and rich teaching experience. For students with learning difficulties, the school specially organizes teachers' rabbit fees to make up lessons for them. For disabled students who study in regular classes, the school is equipped with specialized teachers to provide one-on-one counseling during class.