Experiment Research On The Contribution Of Exploratory Style Teaching To The Development Of Creativity Of Junior School Students

At the beginning of the 21st century, the international education circles have already put a particular focus on innovation education. Reforms, within china, ranging from the implementation of quality-oriented education in every aspect to ongoing innovation of basic courses, embody this trend. Exploratory style teaching is one of the teaching methods that reflect quality-oriented education and new concept of courses, which play an active part in nurturing students' creativity .In order to improve and enrich the theories of exploratory style teaching and innovation education, to provide a math exploratory example and method for reference and adoption by the math teachers and students, the text takes Class 5, Junior Grade 2 2002, Lanhua No.3 Middle school in Lanzhou, Gansupro. as present research subjects, carrying on experiment and action research for 5 terms from the beginning of the second term of Junior Grade 2 till the end of Junior Grade 4.The results of the experiment show the following facts: First, there is a striking difference in radiation thinking ability between the students of experiment class and those of control class. Furthermore, an imbalance lies in the development of this quality, that is, the students of experiment class prior to the development of fluency, remaining unchangable in flexibility and creativity. At the end of the experiment, their flexibility and creativity are rapidly developed while their fluency remains basically unchanged. Second, the innovative notion, spirit and ability in experiment class obviously exceed those in control class. Through action research, first, it concludes a set of exploratory examples for math teachers and students to imitate. Second, it presents a feasibleexploratory method-discovery and development teaching method. Third, it instructsstudents to accomplish 218 papers about maths innovation, 112 of which are selected to be Selection of Junior School Students' Math Innovation. Fourth, it explores the 4-stage-junior school student's innovative personality development-pattern, that is: "nurture-fermentation and sprout-attemptation-emergence".