| Developing students' creative thinking is what many educationists are studying with all their energy. This thesis, which is based on the levels of studying creative ability, will clarify the gradation on the capable of students' creative thinking. It is a kind of primary creativeness and is not involved with social value, that is to say, it is only suitable for the development of individual. For example, when the students find a new method to work out a problem or a new way of memory etc. here is the first purpose of this thesis to be studied.The second purpose of the study is to take physics knowledge as the carrier and the levels of students' creative thinking as the basis. In the course of teaching physics I take careful research of developing students' creative thinking and combine what senior school students show in the ability of creative thinking when learning physics. In my thesis I raise my own developing principles and theoretical conception. The developing principles get involved in both inside and outside classroom and both the teachers and students. Comply with the principles. Make use of the developing tactics through the construction of the teacher. Vary the teaching pattern by taking concerted courses so that the thought character of the students can be expected to come up to their easy and smooth character flexibility, originality, effective, and so on. From what students study, they should sturdily grasp the basic concept and law in addition to taking an active thinking over how to obtain new knowledge and learning how to diffuse thinking or get thinking together. They should try their best to develop their good individual characters to improve their learning interests and efficiency. As a result, they will form their own consciousness of creativeness and immovation so that their ability of creative thinking can be promoted.The third purpose of the study is that I summarize several important methods out of the studies on the domestic and external ability tactics of developing creative thinking, like methods of brainstorming, enumerating attribution one by one, analogy, association, comparison, contradiction, writing, diagram, adverse thinking, process analyses, model building, creative problem solving and making preconception diagram of chapters and sections, etc. Each of these methods has living examples to explain or to demonstrate.Finally I particularly and accurately clarify the bilateral teaching activity between the teachers and students in class through units. chapters and sections. and some teaching examples of a certain concept in the course of building up. From h~w the teacher at the begiiming creates a physics situation to the final3developing aims, the students are made to discovery problems or regularity and to test and verii& the regularity. I state which tactics is used in every link, what grounds of the theory is and what the desired results will be. My original intention is to play an exemplary role in developing the students' capability of creative thinking. Of course, it is not so easy to develop the students' ability in such a short time. During the course of the study though I have met with lots of difficulties, I've managed to do as follows:I.Give the rein to the students' subject position and the teacher just plays a leading role in teaching. The teacher's job is to teach the students ways of learning physics and to make them use it. At one time he must create a situation and let the students learn through their personal experience in it and arouse their wishes of creative thinking.2.Let the students have chances to discuss or state their views so that their thinking is sure to diffuse. But thinking of this sort should be efficient to diffuse so that problems can be beneficially solved.3.Keep the students' interests in studying physics and strengthen their curiosity and risk taking.Meanwhile, in order to develop the students' ability, I have read a lot of reference books, which helps me first to have my own creative thinking, not rigidl...
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