On The Cultivation Of Creative Power In The Course Of Education Of Arts And Crafts Of The Primary And Secondary Schools

Starting logically from the historical and realistic significance of creativity as well as the contemporary focus on the training of creative talents, this very thesis has elaborated that artistic education in primary and secondary schools does a lot of good to the training of creativity. The elaboration is largely in combination with present conditions in artistic education, research fruits in educational theories, and practical experience in teaching and learning, focusing on the following three aspects, that is, teaching and learning principles in the training of creativity, strategies, and teaching and learning assessment of creative thinking. The whole thesis consists of four partsPart One has introduced the call of our time for creativity, the concept of creativity, and the historical duty that our time has required the training of creative talents. Besides it has elaborated that education in primary and secondary schools is helpful in the training of creativity from the following aspects: national and international environment, educational policy or principle, artistic education as well as its characteristics in teaching and learning. What抯 more, it has analyzed the present conditions of basic artistic education so that workable principles, strategies, and assessments in teaching and learning can be proposed from theoretical perspectives in system, information, and cybernetics.Part Two has examined the teaching and learning principles in training creativity in primary and secondary school education, focusing on the following six principles: 1. The principle of freedom, democracy, equality, and restriction. It is the one aimed to create some free 搒oft?and 揾ard?environments that is conducive in the information of creative thinking; 2. It is the principle of which creativity can be found, encouraged, and directed; 3. It is the principle of ambiguity forbearance, assessment delay, encouragement-weighted refusal and criticism; 4. The principle of personality. Those three principles, namely item 2, 3, 4, are examined from a perspective of regularities and characteristics in the development of children抯 psychology; 5. The principle of the training of creativity in combination with the teaching of basic knowledge, techniques. This very principle is aimed at the dialectic relation of creativity with background knowledge and techniques; 6. The artistic principle, namely, principle to realize scientific content by means of art and ascetics.Part Three has discussed the strategies for training creativity in the artistic education in primary and secondary schools, focusing on the following aspects: 1, to construct creative environment; 2, objection and anti-objection observation as well as presentation; 3. to create creative personality; 4, to make full exploitation of student抯 right half of brain; 5, drawing in combination with creativity; 6, anii//-emphasis laid on the teaching and learning of ascetics; 7, to hold as many creative activity as possible; 8, the training of creative thinking.Part Four has introduced teaching and learning assessment of creative thinking, focusing on an objective, developmental, instructive, and planning-centered principle, assessment types, such assessment methods as observation, measurement, and investigation as well as specifications and directions in the assessment.