An Experimental Research On The Pattern Of Training Children's Thinking Strategies

Thinking ability is the key component of human beings' intelligence and general ability. To be able to solve problems (or finish tasks) depends largely on the level of someone's intelligence and general ability. So it appears to be very important to develop students' thinking ability. However, as far as developing thinking ability is concerned in the past, more work has been done on developing the theories than seeking methods for putting them into use.If we consider that development of thinking ability is development of someone's ability of using thinking strategy, we will see that improvement in his or her level of thinking strategy can result in an improvement of his or her thinking ability. Thinking strategy is often thought as an abstract but common thinking solution in working out problems. Knowledge about thinking strategy (strategy knowledge) can be generalized by induction and then taught to the students. The purpose is therefore to get the students to be familiar with this knowledge and then to use it skillfully and extensively. When facing a problem, if the students demonstrate the ability to use some strategy to deal with it correctly, we can then say that the students' thinking ability has been improved. So it is our origin and final aim to develop students' thinking ability by teaching them knowledge of thinking strategy and training them in using it through a series of practice focusing on enabling them to apply and transfer this strategy confidently and extensively.Based on this idea, we have developed a model for the training of strategy, which can be used in classroom teaching and learning. It consists of six stages, which are sense of strategy, test of strategy, induction of strategy, application of strategy, transfer of strategy and consolidation of strategy. In addition to this model, we also develop five principles that should be obeyed in the training of thinking strategy.Under the guidance of these five principles, we have carried out a series of experiments on developing thinking strategy in six primary schools in Liuzhou, China over two years, using the model mentioned above. Trainingmaterial was written by the study group, which was integrated into subject teaching. Target classes were chosen randomly in each school. Studies were carried out by comparing these classes and normal classes, Final data for the report was collected from two schools that had better control in all respects during the experiment. The analysis of how the training model influenced the students' thinking ability, creativity and study performance is done by using a few statistical methods including analysis of double samples' variance, supposition of double sampling, testing of significant difference.The experiment showed that after the training model, students' study performance has been greatly improved, especially in their written ability. There is a huge difference between the subject classes and normal classes. The students' study ability and creative thinking ability have been strengthened and their intelligence quality has been improved significantly. Besides all these, it also helps developing the students' personality.We also found that thinking training has better effect on younger students than older ones. So it is recommended that thinking training should be carried out from lower grade classes in primary schools.It was also shown that thinking strategy training can greatly improve students' thinking ability, that integrating the thinking training with subject knowledge learning has better effect than mono thinking training, that integrating the thinking training with the development of non-intelligence factors can help achieve the aim and that special attention should be paid to the thinking ownership of the students in the training.Also we found some disadvantages in our training model. First, this thinking training model is not flexible enough to encourage teachers' creativity in contributing to the project. Second, there are some problems with the training material. Third...