Opening Maths Students' Divergent Thinking Training Study

With the implementation of quality education and reformation of new course, the education on innovative thinking has been paid to more and more attention gradually. For the viewpoint that core of the innovative thinking considered by Guilford is divergent thinking, the cultivation of divergent thinking has become a breakthrough point to cultivate innovative thinking. As the traditional closed problems are unable to undertake such task, we have to find out a new approach and means. The mathematics open-ended problems provide the possibility to cultivate divergent thinking due to its open condition, conclusion andproblem-solving strategy. To understand the effects of mathematics open-ended problems on fluency, flexibility and originality of divergent thinking, we carry out open-ended problems training test in the experimental group on the basis of the students both in the experimental group and the controlled group, and a post-test on divergent thinking is made after the experiment. According to result of the experiment, we will study these following problems: 1.the relevancy between the mathematics marks and divergent thinking; 2.comparison research on the development conditions of divergent thinking between experimental group and the controlled group ; 3.comparison research on the development conditions of divergent thinking of the experimental class before and after the experiment; 4.research on the development conditions of the divergent thinking of the excellent ,fair and poor grade students, and high divergent thinking group and low divergent thinking group. According to the research result, we come to such a conclusion as following: the training of open-ended problems is an effective means and approach to cultivate innovative spirits and ideas and it is of proud significance to carry out open-ended problems teaching. On the basis of research, we further demonstrate.1.the influence of open-ended problems training has great on divergent thinking; 2.the relationship among the fluency, flexibility and originality of divergent thinking; 3.the influence of open-ended problems training on thinking quality of divergent thinking; 4.the influence of open-ended problems study on studying methods. And we provide advise on current mathematics teaching.