Experimental Research On The Development Of Physics Student' Creativity By Unconventional Physics Experiment

The curriculum reform of basic education has a great impact on the existing teachers'educational system and more demands for the normal universities are involved. As a result, those would–be teachers are supposed to be equipped with the awareness and the ability of how to explore course resources. There is no exception to the physics students in normal universities, i.e. they are expected to have the awareness and the ability of exploring physical experiment by the use of life recourses. However, the normal universities presently stress the development of those students'experimental teaching skills in favorable conditions instead of focusing on their ability development, esp. in poor conditions, which hardly meet the demands of the curriculum reform of basic education for teaching staff to some extend. The paper analyses the effective ways of developing physics students'creativity and ability to design as to exploring experimental course resources. The students'special training employs the means of designing unconventional physics experimental program, together with the main method—the skills of cultivating creativity. The aim is to develop their practical ability as well as their awareness, spirit, and thought in creativity, provide the research basis for the necessity and feasibility of adding relative courses in physics teacher's educational system.The experiment adopts the one-group pretest-posttest design and the training lasts about two months. The independent variable is the special training of physics students in normal universities; the dependent variable is their creativity; the subjects are physics students of Han nationality admitted in 2007 in School of Physics and Electronic Information, Inner Mongdia Normal University. The major discoveries are as follows: 〈1〉post-treatment: As to the smooth of their creative thoughts, the greatly significant differences are found between the control group and the experimental group; prior to and following the treatment: there are greatly significant differences in the smooth of the control group'creative thoughts.〈2〉post-treatment: As to the flexibility of their creative thoughts, the significant differences are found between the control group and the experimental group; prior to and following the treatment: there are greatly significant differences in the flexibility of the control group'creative thoughts.〈3〉post-treatment: As to the originality of their creative thoughts, the greatly significant differences are found between the control group and the experimental group; prior to and following the treatment: there are greatly significant differences in the originality of the control group'creative thoughts.〈4〉post-treatment: As to the exactness of their creative thoughts, the significant differences are found between the control group and the experimental group; prior to and following the treatment: there are greatly significant differences in the exactness of the control group'creative thoughts.The treatment facilitates those physics students'creativity. They are able to better design unconventional physics experiments with life resources in their future teaching, putting physics courses into practice and paying more attention to developing the students'ability to live, practice and create, which has potentially practical importance for the physics curriculum reform of basic education.