What are the good creative methods?

It is a novel, valuable, inconclusive, mobile and persistent thinking activity that can clearly outline and solve problems. It is manifested in the thinking process of breaking the usual problem-solving procedure, recombining the established sensory experience, exploring the law and obtaining new thinking results. For example, a student refutes the historian's conclusion that Fang Boqian fled at the cold feet and was finally brought to justice, and thinks that the "plan" is simply unjust imprisonment, and quotes other materials to defend it, thus drawing the view of "re-understanding Fang Boqian in the Sino-Japanese War of 1894-1895". This process is actually a process from mind to practice, and finally deduces the dimension of creative thinking. It can be seen that in the process of creative thinking, students give full play to their subjective initiative, break through the fixed reaction mode of problems, analyze and explore from historical phenomena and essence, find new incisions and draw new thinking conclusions. From the content of creative thinking, it includes four forms: (1) diffuse thinking, that is, students think from different directions, reorganize the new information and stored knowledge in front of them, and draw unique and multidimensional new conclusions. If we reconstruct and deduce the proposition of "being backward will be beaten" in China's modern history, we can draw six conclusions: a. Being backward can't be beaten, such as the policy towards Japan in Sui and Tang Dynasties; B. Backward and advanced, such as the invasion of Western Europe by the Frankish Kingdom and the invasion of the Central Plains by the Liao, Xia, Jin and Yuan Dynasties in ancient China; C. The existence and exchange of needed goods with high equality after the demise, such as the relationship between the Tang Dynasty and the neighboring minority regimes; D receive advanced assistance when falling behind, for example, in the Three Kingdoms period, Shu helped southwest ethnic minorities to develop South China; E. Backward counterattack against advanced, advanced losses, such as the victory of Ethiopia's anti-Italian struggle in Africa; If you fall behind, you will be beaten. The reason is that the political and economic development is unbalanced, and the law of the jungle will inevitably appear. These ideas are the product of the decomposition of diffusion thinking combination. (2) Aggregation thinking, that is, students solve problems or use known information to produce a logical conclusion according to certain rules. It is a thinking form with direction, scope and organization. For example, in China's modern history, different political forces sought the way of governing the country at different times, and through aggregation, they formed a series: controlling foreigners by barbarians, planning on an average basis, westernization and self-improvement, constitutional monarchy, * * * and political power, industrial salvation, warlord dictatorship, Marxism-Leninism and so on. It can be concluded that only the China * * * production party can save China. (3) Three-dimensional thinking, that is, from different angles, levels and aspects, using various methods to carry out comprehensive multi-dimensional conjoined thinking. If we break the style of teaching materials, we should classify and reorganize the thematic series. Take China Agricultural History as an example, which belongs to China Ancient Economic History in a broad sense. In a narrow sense, it can be divided into the evolution of "tools, crops, water conservancy, farming technology, experience summary and agricultural policies of past dynasties"; From a deeper level, we can sum up rational understanding: "Man can conquer nature", "Food is the most important thing for the people" and "agriculture is the foundation". In this way, through the vertical and horizontal extension of different levels, the breadth and depth of the problem intersect and become a new thinking system. (4) Intuitive thinking, direct understanding and cognition of objective historical facts or phenomena. For example, when a student was reading the History of the Three Kingdoms, he noticed several historical facts: A. "Going to Chibi was not conducive to preparing for war, so a great epidemic prevailed and many officials died. This was a half-return." (Wei Shu Wu Diji); B. "The defeat of Chibi bears a lot of luck. In fact, the disease is erupting to damage the sharpness. " (Biography of Shu Wei and Jia Xu); C. "Cao Gongjun is not conducive to Chibi and died of epidemic disease." (Biography of Shu Shu Ada); D "Battle of Red Cliffs deserves to get sick and burn the boat alone" (Cao Cao to Sun Quanxin). The student concluded that Cao Jun's failure in Battle of Red Cliffs was not caused by artillery attack, but by an "epidemic disease" among soldiers, which occurred along the Yangtze River and was probably caused by schistosomiasis. This conclusion is just strikingly similar to the recently published research articles. It can be seen that intuitive thinking plays a great role in perception. In fact, creative thinking is a multi-level and multi-structure dynamic distribution system, which is the synthesis of the above four kinds of thinking. It is structured into four stages [1]: in the preparation stage, when obtaining various materials and more assumptions and creative ideas, the diffusion thinking is particularly strong; In the brewing stage, logical analysis is relatively less, and more is quick, jumping and direct intuitive thinking, which can promote the generation of potential knowledge; In the bright stage, all kinds of thinking work together. Intuitive thinking focuses on screening information, narrowing the scope and distance of thinking to solve problems, and adjusting the direction of thinking in time. Aggregation thinking focuses on scientific inspection and systematic demonstration, choosing the good and eliminating the evil, and three-dimensional thinking focuses on the breadth and span of creative thinking. In the verification stage, direct thinking transforms the operational dimension into the result dimension, while three-dimensional thinking focuses on the integration of multi-dimensional construction result dimensions. It can be seen that "human thinking is a whole process. When thinking, people consider the details of the problem with the structure of the whole situation, explore the possibility of solving the problem from all aspects, and determine the' gap' in the whole situation structure, that is, the problem. " [2] Therefore, thinking forms with different functions and characteristics constitute an inseparable and unified whole in the process of creative thinking, and become an interactive and dialectical dynamic cognitive system. The development of creative thinking is an internalization process from "latent" to "obvious", and the size of creativity depends on the level of creative thinking. The factor that affects creative thinking is the quality of creative thinking. The quality characteristics of creative thinking are fluency, flexibility, uniqueness, jumping, profundity, extensiveness and foresight [3]. (1) The fluency of creative thinking refers to the agility and fluency of thinking and problem solving. For example, the author guides students to discuss the purpose of Marshall Plan from a historical perspective. After just three minutes of thinking, a classmate spoke five points in one breath, which was innovative: a. saving the post-war world capitalist economy; B. stop the revolution in western European countries, thus eliminating the potential power of the Soviet Union; C. open the door for American goods and capital to enter Europe; D attract eastern European countries with what the Soviet Union can't provide, and urge them to leave Germany and move closer to the Soviet Union; E. Clarify and deepen the confrontation between the two major political and military blocs. (2) The flexibility of creative thinking, also known as the freedom of thinking, refers to the ability to change the direction and scope of thinking. For example, students analyze the development process of historical events from the philosophical argument that "everything has its process of emergence, development and decline", and a series of special topics are derived from it (such as the history of capitalist development in China; History of international relations; National history ... and so on. ). In terms of thinking flexibility, there are both diffusion thinking and aggregation thinking; You can look forward or backward. (3) The originality of creative thinking refers to transcending the fixed cognitive model and skillfully combining logical thinking with illogical thinking to get a new theory. It is an intellectual quality with novel elements that creates social (or personal) values through independent thinking. [4] For example, the new theory about Li Hongzhang and Zeng Guofan's historical evaluation, Ding's fault in the Sino-Japanese War of 1894-1895, and the conclusion drawn by comparing the revolutionary roads, methods, results and lessons of Asian countries (North Korea, India, China and Turkey) with the same social nature at the beginning of the 20th century are all brand-new insights, and by extension, they have changed their habits and made a qualitative leap. (D) The leap of creative thinking refers to the huge capacity and span tension of creative thinking. That is, the thinking subject avoids the limitation of visibility, expands the space of thinking, and quickly completes the transformation between "virtual body" and "entity" For example, a student of the author broadened his thinking time and space when he understood the national contradiction between the Chinese nation and imperialism, and thought that its essence had reflected the contradiction between the proletariat and international capitalism. The reason is that the development of capitalism has increasingly unified the whole world. Although oriental capitalism is underdeveloped (so the contradiction between internal capitalist productivity and production relations is not acute), its various contradictions in world history must have the overall characteristics of world history; Furthermore, it is inferred that it is not only possible for backward countries in the East to realize socialist revolution before developed capitalism. At the same time, according to its internal relations, it is concluded that China's reform, opening up and going global are inevitable. (5) The profundity of creative thinking refers to the depth of thinking, that is, being good at grasping the essence and laws of things, exploring subtlety and grasping the direction and trend of things. For example, when studying the Xi 'an Incident, I asked questions to guide me: If Chiang Kai-shek was killed in the Xi 'an Incident, what would happen to the political situation in China? He Qin Ying can successfully grasp the authority of the national government? Did China die fast? If we get to the bottom of it and dig deep, we can promote students' creative thinking. (VI) The breadth of creative thinking: multi-channel, multi-level and multi-means deduction, imagination and creative association. Many thinking routes permeate, interact and adjust each other, so as to achieve the optimal combination. For example, the "Roosevelt's New Deal" is an anti-crisis measure of the United States, which eased the crisis and improved social stability. However, if multi-dimensional association, we can draw two ideas: a. trying to adjust the internal institutions of capitalist countries and provide a state monopoly capitalist development model; B. it prepared conditions for the United States to become an arsenal of anti-fascist countries in world war ii. (7) The foresight of creative thinking is to speculate the future development through association. It is mainly based on the chain model of things (that is, the regularity of the formation of repeated phenomena) to speculate on the "last link" of the development of things. For example, through the drastic changes in Eastern Europe and the regional turmoil in the world situation, students are guided to predict the future development: after the bipolar pattern disappears, the multipolar pattern appears and peace becomes the mainstream of world historical development. In a certain period of time, there will be no world war. In this kind of thinking quality, creative thinking embodies the historical practice effect of "reading history makes people wise" Third, "creative activities can be regarded as having a dual role. It has increased and opened up new fields and made the world wider. At the same time, it enriches and develops people themselves, because their hearts can experience this new field. " [5] It can be seen that cultivating creative thinking is an important channel to improve students' own quality and promote personality development. In recent years, the college entrance examination questions are all about the intention of students' creative thinking. For example, 1997 college entrance examination question 37, European family history records, draws the conclusion that "young people's sense of independence has increased"; Question 46, material analysis, understanding of the "westward movement" in the United States, etc. All these provide a broad world for students to create thinking. Therefore, history teaching in middle schools must break the limitations of traditional education, "establish creative desire, cultivate creative talents and carry out creative activities" [6]. How to implement creative education and cultivate creative talents? I dare to be superficial and do some exploration: (1) Encourage questions, open up ideas and guide students to ask questions from multiple angles. Einstein said, "It is often more important to ask a question than to solve it." Asking questions is the beginning of students' thinking activities, which is conducive to inspiring students' creative potential. Therefore, teachers should encourage students, dare to doubt and dare to put forward extraordinary opinions. "If you learn, you will be suspicious" [7], "If you have doubts about righteousness, you will get rid of the old and innovate". [8] Confucius also said, "Listen more and ask more questions." He argues that you should hear more questions. The author pays attention to guiding students to ask questions from the following aspects: 1. Closely follow the scientific nature of "asking questions" and actively inspire. For example, while studying Renaissance, a student handed over power to Emanuel in garibaldi and asked: Revolution is only one step away from success. At the critical moment, garibaldi gave up power and the revolution was destroyed. Why should history affirm him? The author praised the students' exploration spirit of "learning from thinking and thinking from doubt", and at the same time corrected their deviation in understanding. After all, garibaldi is a bourgeois revolutionary, and he can't be perfect, but he is positive about reunification. Although the regime was seized by King Sardinia, Emanuel followed the historical trend. Italy's development direction is the capitalist road of parliamentary system. It can't be said that the revolution was a complete failure, but there were more feudal remnants, which helped the students. 2. Grasping the objectivity of "questioning" and strengthening the novelty and uniqueness of rational questioning are not all creative thinking? Teachers should guide students to base themselves on objective historical facts and develop reasonable and bold imagination around them. They should not ignore the reality for curiosity, and put forward strange theories at the first time, such as "Empress Dowager Cixi is a patriot" or "Lincoln launched a civil war, which destroyed the plantation economy in the south and the coexistence of various American economies, which was not conducive to the progress of American society". These conclusions are the result of subjective speculation divorced from objective historical facts. Therefore, teachers should prompt and give appropriate guidance in time, not only to help students establish a novel and unique consciousness of bold imagination, but also to help students establish a realistic orientation of rational and sober creative thinking, and gradually improve their creative ability in the internalization of thinking. 3. Dig deep into the creativity of "questioning" and pay attention to the guidance of skills and methods. Socrates said: "The problem is the midwife, which can help the birth of new ideas." All creation comes from the discovery of problems. Through active thinking, students extend from known information to unknown fields, and improve the quality of thinking in the combination innovation of knowledge. Teachers should be good at teaching them how to fish, and educate students to take the overall situation into account when asking questions, seek differences and innovate, and grasp the laws of thinking skills. For example, when studying the "Xi 'an Incident", the author inspired students to explore related issues from the perspective of global history, and the students asked in an active atmosphere: What major events occurred in Chinese and foreign history from 65438 to 0936? What are the characteristics of the international situation reflected by these historical events? What kind of political opinions (or attitudes) do various political forces show in the complex international environment? What is the historical influence of these political opinions? These questions are very creative. Starting from the overall situation, students pay more attention to the characteristics of the international situation and the changes of major contradictions in the world, which shows that their potential creative consciousness is optimistic. (2) Changing programs, invigorating atmosphere, creating a positive environment, activating creative consciousness and cultivating students' creative ability need a good educational environment, including material environment (such as cultural relics, paintings, related materials, etc.). The psychological environment (such as mood, mood, interest, etc.) that is conducive to giving full play to students' creative ability. ) Promote the development of students' creative intelligence. In teaching, the author pays attention to: 1. Change classroom teaching procedures, stimulate students' independent participation and cultivate creative motivation. According to the principle of openness in education, we should change the traditional teaching mode appropriately, open up a relaxed and democratic teaching environment, fully embody students' subjectivity, stimulate students' leading role in learning, and strengthen information exchange among students. For example, through discussion, discrimination, directing historical dramas and other forms, students can be induced to enter the role of learning, which can stimulate their independent consciousness and their interest in innovation. In addition, teachers also allow students to question the viewpoints (viewpoints and conclusions) put forward by teachers in lectures, and mobilize students to participate, such as guiding some students to support or oppose a certain viewpoint of teachers, allowing students to express their opinions, think about what people don't want, see what people can't see, and see what people can't do, so as to optimize students' creative psychological environment and stimulate their imagination impulse, novelty, openness and effectiveness. 2. Allow students to walk into the "misunderstanding". In the friction of thinking, students who introspect since the enlightenment will inevitably make mistakes in creative thinking. Teachers should guide students to take risks and make mistakes. Pay special attention to guiding students to face up to their mistakes in exploration. No mistakes, no since the enlightenment, no updates. The "black box" of these thoughts is the golden key to open the door of creation. Teachers should be good at stimulating students' creative flowers with "misjudged cases". Teachers should not immediately give negative comments on students' knowledge, conclusive and judgmental errors, but should mainly inspire, hint and remind students to continue thinking, recognize the sources of errors and leave opportunities for improvement to students themselves. While correcting the lag, teachers should promote students' since the enlightenment and activate their creative potential. If students' creative thinking exceeds that of teachers, teachers should be more open-minded and actively encourage them to help students' thinking achievements mature. 3. Strengthen students' practical exercises and provide them with hands-on opportunities. Thinking is the internalization of action, and action is the externalization of thinking. Teachers should guide students to participate in exploratory practice activities, truthfully investigate, archaeological relics, model making, imitation of ancient paintings, etc. Let students use their senses and perceptions, combine hard work with labor, and stimulate the innovative development of thinking. For example, when I instruct students to make the model of "Zhang Heng Seismograph", I only provide certain data, principles and shapes, and students can choose their own materials and molds to demonstrate their creative level. In addition, I also asked students to make tortoise shells and animal bones models in Yin Ruins. Copy the Riverside Scene at Qingming Festival, Walking Map, Mona Lisa, etc. Investigate the old revolutionary base areas and write investigation reports; Edit and publish the history of mimeographed tabloids. Various forms of practical activities like this make students' multi-functional thinking play a role in practice and promote the development of students' innovative consciousness. 4. Expand information input ability and strengthen thinking. "Energy supply" teachers should be good at introducing a lot of extra-curricular knowledge and strengthening the supplement of information, so that students can actively think in rich information and induce innovation. For example, I have subscribed to the magazine History Teaching in Middle School for many years, collected the relevant materials of Twenty-four History (Zhonghua Book Company Edition) and a large number of other books and periodicals, and formed a small historical knowledge library for students. In the long-term "energy supply", students' creative thinking has made obvious progress. Some students' historical compositions can be seen from their own topics. Such as the re-understanding of Wang Mang, the temple economy in the Tang Dynasty, and the battlefield in China during World War I, etc. In teaching, I also compiled a lot of historical materials, which enriched the teaching content. For example, when teaching the earliest solar eclipse in the world, I quoted the earliest recorded material in ancient books, "At the turn of October, the sun died, there was food every day, and the cave was ugly" [9], which broadened the knowledge level for students. In addition, I will take the order of textbooks and chapters as a clue to design material analysis questions with rich raw materials. Because the material analysis question is a comprehensive question type, with high knowledge, methods and thinking content, it needs a certain intensity of thinking quality in the selection of effective information. Therefore, increasing the capacity of materials not only promotes students' actual combat ability with live ammunition, but also stimulates students' subconscious awareness of creation. In addition, I also pay attention to the mutual penetration between disciplines, such as politics, geography, Chinese, fine arts and related natural disciplines, strengthen the connection between horizontal disciplines, promote the migration, integration and reference of students' thinking, increase information storage and serve creative thinking. (3) innovate, reform teaching methods and strengthen the practical operation of innovative education. There is no fixed method for teaching, but teaching can choose rules and teaching can also create rules. In the teaching of cultivating students' creative thinking, teachers should be brave enough to abandon the old traditional teaching mode, choose new teaching methods that are suitable for cultivating students' creative thinking, boldly carry out educational reform, innovate their own educational methods, and take creative education as the main axis to stimulate the research and investment in creative teaching. The author's approach is: 1. Break the mindset and create a rebellious situation. Teachers should be brave enough to break through the teaching routine. They should take historical facts as the basis, set up a new situation for historical facts that have formed a final conclusion by reverse methods, inspire students to break the mindset, dig out hidden problems in teaching, give them guesses, deduction, disproof, inspire thinking and draw innovative conclusions. This is one of the important ways to find a new way of thinking and cultivate students' preliminary historical research ability. 2. Use perceptual materials to exchange ideas and stimulate students' divergent thinking. Middle school students believe that students are curious about new materials and new situations. Therefore, in teaching, teachers should grasp the initiative of students under the stimulation of novelty while filling in new materials, and guide them to the thinking movement track of "divergence-concentration-divergence-concentration". " The education of students exploring the future must be based on carefully selected teaching materials, so that they can firmly master creative thinking "[10]. In teaching practice, the author pays attention to selecting relevant materials to assist teaching. For example, when talking about the Boxer Rebellion's "helping the Qing Dynasty to destroy the foreign countries", I enriched three emotional materials: A. "My emperor takes back his big handle every day, and the Boxer Rebellion is a loyal minister. When foreigners are exhausted, they will go back to the mountains. "B." Uniting the people and hating religion, the whole family is miserable, although women and children are also dozens of knives. "C." Dismantle the railway, pull out the pole, and then destroy the big ship. "I guide students to think in a unified way and let them draw conclusions in multi-dimensional thinking. Conclusion 1: The Boxer Movement itself has many defects, such as strong feudal loyalty to the monarch, which indicates the incompleteness of the revolution; Conclusion 2: Their methods of exterminating foreign countries are too cruel, even innocent foreign women and babies are spared, obviously with excessive national revenge; Conclusion 3: The Boxer Rebellion against advanced civilization, hubris, and a sense of closed small farmers. Through the transformation of thinking angle, students can be promoted to carry out innovative thinking, so that their understanding comes from textbooks, but it is higher than textbooks. 3. Induce analogy, decompose and combine, implement open guidance, and inspire students. In teaching, teachers should use various logical analysis methods such as induction, deduction and analogy to help students explore and discover new laws. Its method is either to put forward questions and assumptions about the learning content and design an exploration plan; Or exchange some historical events (for example, does Sun Yat-sen have the duality of bourgeois revolutionaries, and does Gandhi and Kemal also have this feature? Demolition (for example, the most essential feature of the bourgeois revolution is to remove obstacles to the development of capitalism. Take typical countries for disassembly analysis: Britain and France and other countries mainly overthrow feudalism; The United States focuses on overthrowing colonial rule and sweeping away the economic system of slave plantations) and grafting (for example, why did Sichuan have a "cross"? It can be attributed to the needs of economic development. Specifically, it is the fusion of silk weaving, transportation and mineral grafting. (1) The development of silk industry: silk in Han Dynasty and Shu brocade in Three Kingdoms; (2) The Shu Road is difficult to travel and the traffic is inconvenient; (3) There are not many metal minerals. ) and analysis (for example, the characteristics and historical position of Tang Wenhua can be divided into four small aspects: (1) overall prosperity; 2 eclectic; ③ Leading the world; (4) far-reaching), reorganization (such as China's modern history "United front" knowledge series, from the necessity, possibility and theory to understand the characteristics of each stage). Implementing open guidance in teaching can stimulate students' unconscious spiritual senses and help students to be active and deepen their creative thinking. In short, teachers should fully grasp students' creative psychological needs and motivations, stimulate their creative passion, cultivate their creative consciousness and shape their creative spirit. This is one of the practical methods of quality education. At the same time, it is worth mentioning that teachers should also strengthen their own creative quality training, constantly develop their own creative personality, improve teaching methods, make teaching full of creative atmosphere, tap students' creative ability, and make them truly become creative talents in the new century.