On the method of exercising brain thinking
Methods of training brain thinking (1)
(1) Stimulate people's curiosity and thirst for knowledge. This is the main link to cultivate creative thinking ability. There are at least three factors that affect people's creativity: first, the sense of innovation, that is, the intention, desire and motivation of innovation; Second, creative thinking ability; The third is to master various creative methods and problem-solving strategies. Stimulating curiosity and thirst for knowledge is the driving force to cultivate innovative consciousness, improve creative thinking ability and master creative methods and strategies. Experimental research shows that a person with strong curiosity and thirst for knowledge is often diligent and confident, good at learning and brave in innovation. So some people say, "Curiosity is the first virtue of scholars."
(2) Cultivate divergent thinking and convergent thinking. This is an important aspect of developing creative thinking ability. In people's creative activities, we should pay attention to the cultivation of both convergent thinking and divergent thinking. At present, schools at all levels pay more attention to the cultivation of seeking common ground thinking, while ignoring the training of seeking different thinking. For example, some teachers often grade according to a standard answer sheet, and students often answer according to an inherent answer. In this way, students form a fixed thinking mode invisibly, which seriously affects the development of students' observation, curiosity, imagination and initiative. Only in this way can we cultivate students with accumulated knowledge. Divergent thinking itself has the characteristics of being unconventional, seeking differences and exploring various answers. People with good divergent thinking are generally sensitive to new things and have a strong desire to avoid old problems. Therefore, we should pay attention to the cultivation of students' divergent thinking.
(3) Cultivate intuitive thinking and logical thinking. This is an indispensable link in cultivating creative thinking. The so-called intuitive thinking refers to the thinking that makes a reasonable response to the way and answer of the question quickly without step-by-step analysis. Such as speculation, hunch, hypothesis, epiphany, etc. Einstein, a famous scientist, has a strong intuitive ability. He attaches great importance to experiments. When he was in college, he spent most of his time in the laboratory, obsessed with his direct experience. These experiences enabled him to absorb reasonable ideas from the works of Mach and Hume, and abandoned the wrong views of idealism and agnosticism, thus forming his own whole system of relativity. Generally speaking, knowledge structure is just a "shelf" with many "gaps". For people who are very familiar with this problem, these "gaps" are a very attractive factor. He not only has a sense of familiarity, but also "seems to have some connection" with it. This is a bridge from the known to the unknown, which is gradually established in the mind by long-term accumulated knowledge and efforts in the past. Therefore, inspired by the current situation, it will show an instantaneous intuitive response. But intuitive thinking is often imperfect, unclear and sometimes even wrong. In order to improve intuitive thinking, logical thinking can be regarded as a necessary process to test, modify and correct intuitive thinking. Therefore, it is necessary to combine the two to cultivate, which will be more conducive to the development of creative thinking.
Methods of Training Brain Thinking (2)
1, flexible use of logic. Being able to think logically does not mean being able to solve difficult problems. Logically speaking, there is a problem of using skills. How can it be that practice makes perfect? Learning mathematics means that you solve more problems, and you know what must happen to solve these problems. This can be called mathematical philosophy. Generally speaking, this is the difference between liberal arts students and science students, not whether they have logical thinking. At the same time, in reality, people think that logical thinking ability is strong, but in fact, thinking ability is strong, and there is no distinction between arts and sciences. Moreover, this idea is not logically obtained, but logically explained.
2. Participate in the debate. Ideas are produced in debates, including self-debate and self-debate. For example, regarding whether sovereignty is higher than human rights or vice versa, I think the sovereignty to protect human rights is higher than human rights, and it cannot include the sovereignty that causes the king to enjoy the baby feast. Since sovereignty must be defined, the former can be established conditionally. The reason for this understanding is that this issue is controversial, otherwise it will not be thought about.
3. Stick to common sense. In fact, it is easy for me to draw a personal conclusion about human rights, because no matter what big-name experts say, there is only one reason why I disagree. I insist that no one wants their legal rights to be violated unless they have to. Because of this common sense, it is necessary to analyze sovereignty, for example, the state has the right to retain its army, and its citizens will be required to assume different obligations under different circumstances. It seems to violate human rights in wartime, but it is a payment for everyone's security needs, and sovereignty must be justified. Obviously, it is very important to stick to common sense and draw a logical conclusion. It should be noted that we can't stick to the conclusion of induction, because induction is always a part of inductive things, and it can't be all. Violate some common sense, such as philosophy. China people often use philosophy to explain problems, always from one general to another, so they don't know what to say, as if they can't think logically, which is ridiculous.
How to cultivate children's thinking ability
When parents cultivate their children's thinking ability with concrete things, they should ask them to master things that can't be directly felt through thinking, rather than just being satisfied with their concrete and vivid thinking characteristics. Children often have high enthusiasm for activities that interest them. Parents should make good use of this feature, skillfully guide and improve their thinking level. Children's thinking activities are easily dominated by interest. Therefore, when parents guide their children's thinking activities, they should put forward clear goals to their children.
It is necessary to cultivate children's ability of analysis, synthesis, comparison, classification, abstraction and generalization. In children's daily life and games, we should use all kinds of things that children come into contact with to practice our thinking ability. For example, when we know small animals, we should not list a lot of animal names to let children know their names, but understand their main characteristics through analysis. For example, when a child sees a chicken, he will have a preliminary understanding of its appearance, such as furry. Through the analysis, they can understand its physical characteristics, such as sharp mouth, round eyes, slender legs and feet, and have a clearer understanding of the chicken on the basis of the analysis. On this basis, they can also compare chickens, ducklings and other animals, find out their similarities and differences, and classify, abstract and summarize them according to their characteristics. In this process, the child gradually.
Parents should respect the characteristics of children's thinking development and stimulate their thinking through specific things. Children's thinking is mainly in concrete images, so we should enrich children's life experience and educate them in an intuitive way: make full use of various materials in daily life and develop children's thinking through children's direct operations and activities. For example, in counting education, children begin to really understand the meaning of numbers by counting physical objects, but just counting verbally does not mean that children really understand numbers. Simple preaching and word knowledge learning generally have little effect because of children's limited understanding ability.
On-the-spot teaching is carried out by using things that are touched in real life. When seeing a tree, let children observe the shape of leaves, the thickness of trunk and the density of branches, understand the importance of sunlight to plant growth, let children compare it with other trees, and understand the requirements of different kinds of trees for sunshine humidity, climate choice and so on. Then talk about the classification of the tree, draw the image of the tree with strokes, and let the children summarize the tree in one sentence. These are all training children's thinking ability. As long as you patiently guide and inspire children to form good habits, you can cultivate their keen observation and ability to use their hands and brains.
The basic characteristics of primary school children's thinking are:
From concrete image thinking to abstract logical thinking. However, this abstract logical thinking is directly related to perceptual experience to a great extent, and there are still a lot of concrete images. Piaget believes that the thinking of children aged 7 ~ 12 belongs to the so-called concrete operation stage, which is essentially the same thing.
After entering school, children put forward these new requirements in teaching, which promoted their thinking level to gradually transition from concrete image thinking to abstract logical thinking.
Pupils' transition from concrete thinking in images to abstract logical thinking is not immediately realized, nor is it a simple process.
First, in the whole primary school period, children's abstract logical thinking is gradually developing, but it still has great concreteness. Most of the concepts mastered by junior children are concrete and can be directly perceived. It is often difficult for junior children to point out the most important and essential things in the concept. Only in the middle and senior grades, children gradually learn to distinguish between essential things and non-essential things, major things and minor things in the concept, learn to master the preliminary scientific definition, and learn to make logical arguments independently.
Second, in the whole primary school period, children's consciousness of abstract logical thinking began to develop, but there were still many unconsciousness. Although junior children have learned some concepts, they can judge and reason, but they can't consciously adjust, test and demonstrate their own thinking process. They can often solve a problem or task, but they can't tell how they think and solve it. This is because the analysis and synthesis of thinking itself cannot be separated from the development of internal speech. Only under the correct education, when teachers guide children to gradually transition from loud thinking (discussion) to silent thinking, children's ability to consciously adjust, check or discuss their own thinking process will gradually develop.
Third, in the whole primary school stage, children's abstract logical thinking level is constantly improving, and the relationship between concrete image components and abstract logical components in children's thinking is constantly changing, which is the general trend of its development. However, in different disciplines and different textbooks, this general development trend often shows great imbalance. For example, in the study of arithmetic textbooks, children have reached a high level of abstraction and can think abstractly without concrete things. However, in the study of history textbooks, they still stay at the more specific level of representation, and they still feel great difficulties in understanding the law of historical development. For another example, children have been able to master the concept and operation method of integers without concrete support. However, when they begin to learn the concept and operation of fractions, they will feel great difficulties without the support of concrete things.
Fourthly, in the whole primary school period, children's thinking development is a process from concrete images to abstract logic. In this transformation process, there is a key transition point, that is, an obvious "qualitative change" or "leap" from concrete image thinking to abstract logical thinking. This qualitative change period is the "key age" for the development of primary school children's thinking. It is generally believed that this critical age is in the fourth grade of primary school (about 10 ~ 1 1 year). Of course, there is variability. If properly educated, the critical age may be advanced. Some educational experiments have pointed out that this "critical age" can occur in the third grade of primary school; On the other hand, without proper educational conditions, this "critical age" may be postponed.
The task of primary school teachers is to develop children's speech, especially written speech and inner speech, and enrich children's experience, especially indirect experience, because children's thinking level is realized in the process of mastering speech and experience. Of course, the relationship between teaching and thinking development is not linear and simple. There is a qualitative and quantitative change process from mastering vocabulary and experience to thinking development, and this qualitative and quantitative change process is often different due to different disciplines, different textbooks, different children's learning methods and different personal characteristics.
The benefits of children's thinking training
There is an old saying in China that "it is better to teach people to fish than to teach them to fish". It is better to teach children ready-made knowledge and skills than to let them learn the ability to acquire them by themselves. Thinking training is to give children a correct way of thinking and develop their thinking ability. Through appropriate thinking training, with the help of some materials suitable for children's age characteristics, let children learn how to think and learn, such as how to analyze and classify, how to compare and judge, how to solve problems and so on. Mastering the correct way of thinking is like inserting a pair of wings, so that children's abstract thinking ability can be developed and improved rapidly, thus greatly improving their knowledge and intelligence.
1, scientific research shows that the acquired environment can significantly affect the mutual hinge of children's brain neurons, thus affecting children's intellectual development. After thinking training, children's thinking ability has room for significant improvement.
2. The training of knowledge and skills such as "Children's English", "Music Art" and "Olympiad Mathematics" cannot replace thinking training. The focus of thinking training is "comprehensive" and "balanced". To achieve this effect, it must be a well-designed systematic and professional thinking training course.
3. Thinking ability is directly related to children's learning ability and directly affects children's performance in school. Therefore, the "master key" of investment thinking ability has a high rate of return.
4. Thinking training is different from instilling knowledge and skills. Thinking training has a short "window of opportunity". This window of opportunity corresponds to children's 2-7 years old with rapid brain development.
?
Articles related to training brain thinking methods:
1. Four ways to improve the thinking ability of the brain
2. Ten ways to exercise your brain
3. Teach you how to exercise your brain and think quickly
4. How to train the brain to think faster?
5. How to exercise when the brain is most agile?