How to Cultivate Students' Divergent Thinking in Teaching
Divergent thinking refers to the ideological process of using imagination, association, intuition or analogy to obtain reasonable ideas or guesses, which is fluent, flexible and unique. Divergent thinking mode is manifested in: when thinking and solving problems, thinking in multiple directions and at multiple levels, and flexibly seeking various solutions. It has neither a certain direction nor a certain scope, allowing students to be unconventional and whimsical. Modern psychologists believe that a person's creative ability is equivalent to the product of his knowledge and divergent thinking. Therefore, cultivating students' divergent thinking ability is conducive to developing students' flexibility and flexibility, and is an effective way to cultivate students' innovative ability. In Chinese teaching, I made some attempts to cultivate students' divergent thinking.
First, enriching students' representation and perceptual experience is the basis of developing divergent thinking.
Representation is a sensory image formed on the basis of perception and feeling. The more vivid a child's brain representation is, the easier it is to generate imagination. The richer the imagination, the more active the thinking. Therefore, enriching students' knowledge and establishing images in their minds are necessary conditions for developing students' thinking ability. In order to promote the development of thinking ability, teachers must consciously, purposefully and systematically guide students to observe the characteristics and changes of things around them, enrich their perceptual knowledge and experience, and broaden their horizons. For example, when you see ducks and geese in the water, you think of ships in the sea; Seeing birds flying freely in the sky reminds me of all kinds of planes. Observing the thinking process of association, imagination and creation, from shallow to deep, is the process of training students' universality, flexibility and uniqueness of thinking.
Second, create an educational situation to stimulate students' divergent thinking
Interest is the intrinsic motivation of students' learning and the starting point of creation. The monotonous educational environment cannot stimulate students to observe and think more. Create a colorful, inspiring and open environment for students and stimulate their creative desire. In the activities, students are encouraged to start work, use their brains, speak, think and do independently, thus stimulating students' divergent thinking. For example, when I copied the children's song "Dream", I prepared many objects and pictures in the classroom. Through observation, the students understand why the dream of flowers is red and the dream of grass is green. Then they think that the dream of the sea is blue, the dream of small fish is shining and the dream of children is colorful.
Third, tap the favorable factors in the teaching materials and guide students to divergent thinking.
To develop students' divergent thinking, first of all, teachers should dig deep into teaching materials, find out the favorable factors for developing students' divergent thinking and actively guide students' divergent thinking. In Chinese textbooks, students' divergent thinking can be developed by taking the characteristics and essential connections of physical objects as divergent points. For example, when learning the children's song "Comb", I asked: Who else can be whose comb? On the basis of understanding poetry, students imagine that the car is the comb of the road, the chalk is the comb of the blackboard and the boat is the comb of the sea. In short, divergent thinking is multi-directional, divergence must have divergent points and must conform to logical reasoning. Therefore, teachers should find out the divergence points in order to purposefully guide students' thinking to diverge in multiple directions, otherwise, creation will be difficult to achieve.
Fourth, elaborate the problem.
In students' language education activities, there are various forms of communication between teachers and students, among which questioning is the most commonly used and direct way. Teachers' questioning art and skills are important methods to inspire students' imagination and expand their thinking. Imagination is the spark of thinking. Without imagination, there is no divergent thinking. Therefore, in Chinese education activities, teachers should grasp the factors that are beneficial to students' imagination in textbooks, ask questions and guide students to think positively about imagination. There are several ways to ask questions:
1. An enlightening question
The questions asked should inspire students to answer questions from multiple angles according to their own life experience and reasonable imagination. The answer should not stay on the surface to answer yes or no, but should guide students to go deep into why. For example, when learning the composition "Fallen Leaves", ask the students: Where will these leaves fall? Who will see it? What could it be? The students spoke enthusiastically: the leaves fell on the roof, and mother sparrow saw them and said, cover my baby with a quilt. The leaves fell to the ground and the children picked them up and made garlands. The leaf fell to the ground, and Xiaohua Mall came over and took it as a hat. This kind of questioning can make every student actively participate, exert their imagination and express their ideas, so as to get a successful and pleasant experience.
Ask some hypothetical questions
There are many images of truth, goodness, beauty or falsehood, evil or ugliness in literary works. In order to help students understand these images correctly, teachers can inspire students to pretend to be characters in their works and experience their behavior and psychological process through empathy. For example, when learning the fairy tale "Fox and Rabbit", guide students. What if you are a rabbit and meet a fox? This question makes students immediately enter the role and their thinking becomes active. Some said: I invited my friends to deal with the bad fox, and when the fox slept, I killed him with a stick. Because this kind of problem has obvious divergence, it can fully mobilize students' initiative and let them tell more reasonable imaginary plots according to their own life experiences. At the same time, this kind of questioning can satisfy students' imitation psychology, make them think in roles and develop students' divergent thinking ability.
3. Explanatory issues
That is to inspire students to understand the essential characteristics of things and the reasons for their changes, and use reasonable imagination to explain the reasons for the story. For example, when continuing to tell the story of what happened to the puppy, ask the students: Why is the puppy crying? What do you think happened? This problem needs students to imagine, assume various reasons according to their own life experience, experience the joy of participation from discussion and develop students' divergent thinking.
Verb (abbreviation of verb) positive education evaluation
For young students with insufficient knowledge and experience, their divergent new ideas and new viewpoints cannot all be reasonable and perfect. Therefore, improper comments on students' answers, whether reasonable or unreasonable, should be praised so that every participant can have a positive experience. Students cannot compare horizontally. As long as students actively participate, regardless of the outcome, they will benefit. Teachers should treat students with an equal, democratic and open attitude.
Practice has proved that there are many factors that are conducive to cultivating students' divergent thinking in language teaching, and it is feasible to cultivate students' divergent thinking in language teaching. At the same time, while emphasizing the cultivation of divergent thinking, we cannot ignore the cultivation of concentrated thinking. Because the form of concentrated thinking is to train the directionality and logicality of students' thinking, so that students' analytical judgment ability can be improved. Psychologists believe that creation is inseparable from the development of decentralized thinking and concentrated learning. In teaching, only by dialectical use of centralized thinking and divergent thinking can we impart knowledge to students purposefully and in a planned way, develop their intelligence and better cultivate their creative ability.
How to Cultivate Students' Divergent Thinking Ability
Topic 1: Who are the stars?
Requirements: say eight sentences with 60 points and sixteen sentences 100 points.
Who are the stars? If you say that the stars are the stars of the universe and the stars are white dots flashing in the night sky, you should know that these answers all have one thing in common, that is, they all pay attention to scientific and objective description, which is very logical and rational. But creativity is not like this. We should break through rigidity, be childlike and romantic! Do you think the stars look like mom's tears? Are stars the dandruff of God? Can the stars in the sky become street lamps? If you look at it with your real heart, the result will be different.
Topic 2: What will happen if everyone owns a car?
Requirements: Name six kinds of sixties,
Topic 3: What do you associate with seeing crabs?
Requirements: Time and space are not limited, the wider the better. Give eight sentences 60 points and fourteen sentences 100 points.
Is the seaside your first impression? If so, it doesn't matter, it's human nature! However, it should be noted that the topic does not restrict you from thinking about things around the seaside. You can also go to the next stop, which is the next stop after crab catching, the market! Even if you stand in the kitchen next, the dining table will be fine. I don't know if there are any crab stars among the stars, or you will have room to play again.
Try to jump out of the established environment and let your thoughts beat freely. That feeling is very comfortable.
Topic 4: Some people describe white clouds as layers of waves. Do you think there is a better adjective than this?
Requirements: Name four adjectives with 60 points and eight adjectives with 100 points.
To describe a thing, we must first understand it thoroughly. What are the forms of white clouds? What animals and plants are these shapes like? What is the essence of white clouds? What objects are similar in texture to white clouds? How do you feel when you see white clouds? What do you think is similar?
After reading the above questions, did you pass some obscure answers in your mind? Grasp these feelings quickly, write them down on paper, and then keep thinking.
Topic 5: If time stops for one year.
Requirements: 60 points for 8 situations, 16 situations 100 points.
Time flies, time flies, is an old saying, but if time is still like water, all growth states will remain unchanged, young people certainly like to stay young, and perhaps the elderly prefer to turn back the clock!
If time stops for a year, what will happen to your friends and surroundings? What new industries will emerge as the times require? Try to explain it from different viewpoints and positions.