Phenomenological Research On The Development Of Children’s Creative Thinking Through The Generative Curriculum Based On Natural Materials

Creative thinking is a mental activity that is based on abilities such as perception,thinking,and operation,and unfolds from four levels: fluency,flexibility,uniqueness,and refinement.Previous studies have pointed out that middle school children are a critical period for the development of creative thinking,and active intervention through a series of activities,operational games,and courses can promote the development of children’s creative thinking.At present,children’s activities in some kindergartens are limited,reflected in the form of collective teaching,regional games,and desktop games,with strong planning and goal awareness.As a result,the development of children’s creative thinking is limited,and the expression or work presents a single repetition.Therefore,this study starts from the generative curriculum based on natural materials,integrates the concept of natural education,and effectively explores the value between natural materials and children’s subjectivity.This research starts with the methodology of phenomenology,and aims to explore the impact of the generative curriculum based on natural materials on the development of creative thinking of children in middle class.This study consists of five parts: The first part is the introduction of the paper.This article mainly discusses four parts: research background and significance,research review,core concepts,and design.In response to the current situation of the development of generative curriculum in kindergarten curriculum reform,combined with practical teaching reflection,the implementation path of generative curriculum is pursued.Chapter 1: Preface to Suspension.Based on the specific cases of the author’s generative curriculum in kindergarten,the case practice of generative curriculum combines observation,interview and work analysis with phenomenology methodology.By using real data from three methods,a generative curriculum structure was constructed for children for the first time.At the same time,using the experimental phenomenology research method,following the ATDE(Asking Tinking Pointing Evaluation)teaching mode,and with the help of the Torrance Creative Thinking Test Image Test(TTCT is the latest and most widely used creative thinking measurement tool in the world),we explored the relationship between the generative curriculum based on natural materials and the development of children’s internal creative thinking.Chapter 2 restores the essential part,analyzing the qualitative research content and initial assumptions through abstract themes to form the internal meaning connection between curriculum construction,natural connection,and child development.Chapter 3 Construction Theory.Before presenting the theoretical model,conduct pre thinking on the suspended and restored parts,as well as children’s practice,to form the structural relationships and preliminary framework between each level.Using the qualitative analysis tool Nvivo 12 to encode the real feelings of the three groups of teachers,children,and parents,and ultimately combining the suspended cases and restored themes to form the structure of the theory of children’s creative thinking level development,that is,the generative curriculum based on natural materials can promote the development of children’s creative thinking.The fourth chapter is the result analysis part.The essence is to carry out multi-party verification of phenomenology and experimental phenomenology based on observation,interview,work analysis and experimental data.Thus,suggestions and prospects for the next step are proposed in the comprehensive conclusion.