摘 要
本研究聚焦于小学美术教育中创新能力培养的现状与优化路径，通过文献分析、问卷调查和课堂观察等方法，系统探讨了当前小学美术教育在创新能力培养方面存在的问题及其成因。研究发现，传统教学模式过分强调技法训练而忽视创造性思维培养，评价体系单一化制约了学生的个性化发展，教师创新意识不足导致教学方式固化。针对这些问题，本文提出了"情境创设-多元引导-过程评价"的创新教学模式，强调通过生活化情境激发学生创作灵感，运用开放式问题引导学生发散思维，建立以创新性为核心的过程性评价体系。研究创新性地构建了小学美术创新能力培养的三维指标体系，包括思维维度、实践维度和情感维度，为教学实践提供了可操作的评估框架。
关键词：小学美术教育；创新能力培养；创新教学Abstract
This study focuses on the current situation and optimization path of innovation ability cultivation in primary school art education. Through literature analysis, questionnaire survey and classroom observation, the problems and causes of current primary school art education are systematically discussed. It is found that the traditional teaching mode overemphasizes the training of techniques while neglecting the cultivation of creative thinking, the simplification of the evaluation system restricts the personalized development of students, and the lack of teachers' innovation consciousness leads to the solidification of teaching methods. In view of these problems, this paper puts forward the innovative teaching mode of "situation creation-multiple guidance-process evaluation", which emphasizes to stimulate students' creative inspiration through life situation, uses open questions to guide students to divergent thinking, and establishes a process evaluation system with innovation as the core. The research innovatively constructed a three-dimensional index system for the cultivation of primary school art innovation ability, including thinking dimension, practice dimension and emotional dimension, which provides an operational evaluation fr amework for teaching practice.
Key words：Primary school art education; innovation ability training; innovation teaching目 录
摘要 1
Abstract 1
一、小学美术教育中创新能力培养的理论基础 3
（一）创新能力的核心内涵与特征 3
（二）小学阶段创新能力发展的关键期 3
（三）美术教育与创新能力培养的内在联系 4
二、小学美术教育中创新能力培养的现状分析 4
（一）当前小学美术课程设置的局限性 4
（二）教师创新教学能力现状调查 5
（三）学生创新表现的主要特征分析 5
三、影响小学美术教育创新能力培养的关键因素 6
（一）传统教学模式对创新的制约 6
（二）教师专业素养与创新意识的关系 6
（三）学校资源配置对创新支持的影响 6
四、提升小学美术教育创新能力培养的对策建议 7
（一）优化美术课程体系的设计思路 7
（二）构建创新型教师培训机制 7
（三）完善创新导向的教学评价体系 7
五、 结论 8
参考文献 9
