How to Cultivate Students' Divergent Thinking
Divergent thinking is a thinking process of speculation, divergence, imagination and creation. It has the characteristics of enthusiastic thinking, seeking the opposite sex, extensiveness and association. The process of mathematics teaching is different from that of Chinese and other professional language subjects. In the classroom, teachers play a vital role. Teachers' guidance, questioning and operation directly drive students' thinking. Consciously grasping these characteristics in the process of mathematics teaching and training can not only improve students' divergent thinking ability, but also improve the quality of primary school mathematics teaching. The following geek math helps me tell you how to do it well:
1, intuitive operation, help thinking
The thinking ability of primary and middle school students is not perfect, and intuition and image thinking are absolutely dominant. In the process of mathematics classroom teaching, we should fully stimulate students' thinking through some practical operations, so that students can use various senses to summarize and seek answers to questions.
In mathematics teaching, more divergent thinking training should not only enable students to master more problem-solving methods, but more importantly, cultivate students' flexible problem-solving ideas, thus improving teaching quality, cultivating ability and developing intelligence.
2. Stimulate interest and expand thinking.
Interest can arouse students' thinking. In classroom teaching, we should appropriately choose the teaching methods that students are interested in, stimulate students' strong interest in mathematics, and make them happy to learn. Teachers' timely praise and encouragement can effectively cultivate students' interest and make students have a happy mood in class. The whole class is full of passion, and students' thinking ability can be activated to the maximum extent. This kind of thinking with "interest" not only cultivates students' interest in learning mathematics, but also achieves the real purpose of mathematics teaching.
3. Transform thinking and train thinking association.
Associative thinking is a kind of thinking that expresses imagination, and it is a remarkable sign of divergent thinking. The process of associative thinking is from this to that, from the outside to the inside. Through the training of broad thinking, students' thinking can reach a certain breadth, while through the training of associative thinking, students' thinking can reach a certain depth. When students are asked to discuss a variety of problem-solving ideas, some solutions require students to use mathematics to change their thinking, which can simplify the problem-solving ideas, achieve the effect of multiple solutions to one problem, and train the thinking transformation. As an important mathematical thought, "conversion thought" is widely used in primary school mathematics. When solving practical problems, it is beneficial to cultivate students' associative thinking by using the method of transformation and deepening.
4. Change the angle of thinking and train the thinking of finding the opposite sex.
The development of thinking activities, its important point is to be able to change the habitual thinking orientation, so as to think about problems from the perspective of multi-faceted thinking to solve problems, which is to seek the opposite sex in thinking. From the perspective of cognitive psychology, due to the characteristics of age, it is often difficult for primary school students to get rid of the existing thinking direction in abstract thinking activities, that is to say, the individual (or even group) thinking mode of students often affects the solution of new problems, thus creating illusions. Therefore, in order to cultivate and develop the abstract thinking ability of primary school students, we must pay great attention to cultivating thinking and seeking the opposite sex, so that students can gradually form multi-angle and multi-directional thinking methods and abilities in training. This kind of training not only prevents one-sided, isolated and static view of problems, but also sublimates the learned knowledge, from which we can further understand and master the internal relationship between knowledge, and also conducts training in seeking the opposite sex thinking. In teaching, we often find that some students are only used to positive thinking, but not to reverse thinking. In practical problem teaching, when guiding students to analyze the meaning of the problem, on the one hand, we can start with the problem and deduce the idea of solving the problem; On the other hand, we can also start from the conditions and gradually summarize the methods to solve the problem. More importantly, teachers should pay great attention to the training of positive and negative variants in the setting of topics. Teaching practice tells us that paying attention to the comparative training of positive and negative thinking from the lower grades will help students not to be limited to the existing thinking mode.
5. Stimulate curiosity and train the enthusiasm of thinking.
Thinking inertia is an obstacle to divergent thinking, while thinking enthusiasm is the bane of thinking inertia. Therefore, cultivating the enthusiasm of thinking is an important basis for cultivating divergent thinking machines. In teaching, teachers should stimulate students' strong interest in learning and thirst for knowledge, so that they can engage in learning and thinking with high emotions. This kind of training has effectively stimulated students' positive emotions of seeking new methods. Making students' learning mood always in the excited state of acquiring new knowledge is conducive to the active development and in-depth exploration of thinking activities.
6, multiple solutions to one question, the breadth of training thinking.
Broadness of thinking is another feature of divergent thinking. The narrowness of thinking is manifested in knowing only one, not the other, and being unintelligible with a slight change. Repeated training with multiple solutions to one problem and changeable problems is an effective way to help students overcome narrow thinking. Through discussion, we can inspire students' thinking and explore ways to solve problems. On this basis, students acquire knowledge and cultivate their thinking ability through repeated training. In the teaching process, teachers should not only pay attention to the calculation results, but also pay attention to the important and difficult points of teaching, and even do exercises with gradient, clear requirements and changeable questions. Let students explore shortcuts to solve problems through training, so that the broadness of thinking can be continuously developed. It is necessary to make students enter a good broad thinking state through repeated and gradual expansion training.
The importance of cultivating divergent thinking
The famous German philosopher Hegel said: "Creative thinking needs rich imagination."
1. A teacher gave the students an interesting topic in class, "What's the use of bricks?" Ask students to think as much as possible and think far. Some students immediately thought that bricks can build houses, chicken coops and the Great Wall. Some students think that ancient people carved bricks into architectural crafts. A classmate's answer is very interesting. He said bricks can be used to beat bad guys. From the perspective of divergent thinking, this classmate's answer should get high marks, because he associated bricks with weapons.
Cultivating students' creativity depends on both teachers and parents. We should be good at capturing students' creative desire from teaching and life, providing them with space and opportunities to give full play to their imagination, and giving them opportunities to be "whimsical" and fascinated. You know, whimsy is an inexhaustible source of creativity.
Under the influence of seeking the "only correct answer", students tend to be more educated, single-minded and have limited imagination. This requires teachers to fully tap the potential factors of teaching materials, inspire students in the classroom, expand rich and reasonable imagination, and then create works.
2. Desalinate standard answers and encourage multi-faceted thinking.
Learning knowledge is not just books, but also books, teachers and parents, and others. Students should be encouraged to put forward different opinions from textbooks and teachers, and encouraged to dare to argue with classmates and teachers.
One-way thinking is mostly low-level divergence, while multi-way thinking is high-quality thinking. Only when thinking, ask yourself as many "ifs" and "assumptions?" "Otherwise?" Questions like this can force you to think from another angle, thinking about problems that you or others have never thought about.
Teachers should praise more and criticize less in teaching, so that students can build up self-confidence, admit themselves and encourage students to innovate. Cultivate students to think about new problems along new directions and new ways, abandon the old ones, transcend the known and seek creative thinking.
There is a middle school student's composition entitled "All for the Examination", which describes a "strange dream":
"I can't remember one night, I had a strange dream:
Embattled and ambushed on all sides, it's really inexplicable and surprising.
What is the discriminant of quadratic equation in one variable?
Mao Dun's original name? The textbook says: Teacher Shen Yanbing said it was Shen Dehong, and she was at a loss.
The hot sun is in the sky. Molecular formula of aluminum hydroxide. Mosquitoes bite their necks. Bang! The TV program is Blood Chain, and my father won't let me watch TV. This spring morning, I woke up easily, so sleepy! Another hateful binary quadratic equation, and the gloomy face of the invigilator. A 53-point math test paper made me cry?
Hydrogen atom has only one electron, and I have only one brain. How can I fit so many chemical equations? Why is the Constitution the fundamental law of the country? Everything is for the exam. "
This article vividly reproduces the dream of a middle school student. This is the cry of a middle school student when he is struggling and helpless. The author introduced a strong sense of innovation and a bold way of thinking into his works. His thoughts wander freely, his content is changeable, his time and space alternate, and his artistic conception is fantastic and mysterious, which vividly shows the psychology of a middle school student who is at a loss before the exam and makes people think deeply after reading it.
3. Break the routine and weaken the mentality.
Bernard, a French biologist, said: The biggest obstacle to learning is not the unknown, but the known.
There is an intelligence test, "What method can make ice turn into water the fastest?" Most people often answer to use heating and sun exposure, but the answer is "remove two points of water". This is beyond people's imagination.
Moreover, the mindset can make students handle familiar problems with ease and solve them satisfactorily. So it is quite effective to cope with the current exam. However, when innovation is needed, the mindset will become a "thinking shackle", which will hinder the construction of new thinking and methods and the absorption of new knowledge. Therefore, mindset and innovative education are contradictory. "Creation" and "creation" are organically combined. "Creation" means breaking the routine, and "creation" means producing valuable and meaningful things on this basis. Therefore, students should be encouraged to "create" first. If "creation" is strangled in the cradle, how can there be "creation"?
4. Dare to question
Chen Xianzhang, a philosopher in the Ming Dynasty, said: "The predecessors said that learning is expensive and there are doubts. Small doubts are small progress, and big doubts are big progress." The cultivation of questioning ability plays an important role in stimulating students' thinking development and innovative consciousness. Asking questions is often a breakthrough in cultivating innovative thinking.
Mencius said, "It is better to believe in books than to have no books". Everything in the book is not necessarily right. Truth has its absoluteness and relativity, and any article has its merits. Encouraging students to question books boldly and guiding them to express their unique opinions are important links to improve students' innovative ability. In the process of asking questions, students learn creatively and teachers teach creatively. Asking questions can turn mechanical memory into understandable memory, and let students taste the fun of learning and creation.
Reflective thinking is a kind of calm self-reflection, and it is a process of taking a critical attitude towards one's original thinking and conclusions and constantly improving them. This is actually a good self-education and an important way for students to learn innovative thinking.
5. Learn to think backwards
Reverse thinking is also called reverse thinking. It is a way of thinking that is opposite to the direction of knowing things, thus putting forward extraordinary opinions. Reverse thinking is not bound by old ideas, actively breaks through the convention, is unconventional, and shows the creativity of active exploration. Secondly, reverse thinking is not satisfied with "conformity" and does not cling to traditional views. But reverse thinking does not go against the reality of life.