Creative Thinking Training Of Primary And Secondary Research

Creative talent is an important part of overall national strength. Creative thinkingcreative talents as a core quality global education more and more attention. Creativethinking with fluency, flexibility and originality of features. At present, China is alsostill part of the examination of primary and secondary education, the presence ofinhibiting the development of the phenomenon of students’ creative thinking, creativethinking training has also failed to get the attention of teachers and schools. For primaryand secondary levels of the current situation and development of China’s currenteducational thinking, the paper in creative thinking training students to do someexploration and research.The research paper can be divided into five parts.The first part of the preface:The section from the research background, significance and perspective of researchmethods, review of the relevant researches on students ’creative thinking training,analyzed the lack of research scholars, a clear mind training effectiveness of students’creative thinking and necessity.The second part is the basic theoretical research:The section on thinking, creativity and creative thinking to define concepts. Fromthe experience of the training process of creative thinking, cognitive theory and linkstheory, creative thinking training students to provide a theoretical basis for the statusquo and features several perspectives for the development of primary and secondarystudents thinking.The third part is the study of specific training strategies:This part of the paper focuses. I thought for middle school students based onspecific visual thinking and logical characteristics of abstract thinking is not yet mature,made four kinds of training students’ creative thinking strategies. Namely: the creationof problem situations to suspect Creative stimulate thinking and open the door tostudents to think; draw mind maps, extends to imagine training students divergentthinking; using six thinking hats model, teaching students how to analyze problems,improve thinking; teachers to use information technology to enrich classroom content, aided teaching, enhance thinking. These four training strategies can be used as trainingstudents’ creative thinking specialized course content, but also permeable to the variousdisciplines in the teaching process.The fourth part is the experimental study:To test the feasibility of the above training strategy, the author carried outexperimental research in Tangfangzhen school. The experiment,38subjects in theexperimental classes language classes. The initial phase of the experiment by measuringthe students thinking before the situation thoroughly, and then ordered to start theexperiment. Experiment, while teaching creative thinking to join the training period ofeight months. After the end of the experiment, after the test, subjects were assessedstudents’ creative thinking ability again. Data analysis and comparison of before andafter the test, whether fluency, flexibility and uniqueness of the score or averagepost-test scores were significantly higher than pre-test scores, indicating that students’creative thinking with trainability and development, while also verified the effect ofcreative thinking training of the four strategies presented in this paper.The fifth part summarizes the results of research:By training teachers to use creative thinking in the classroom, so that students inthe experimental class mind map and six thinking hats had a keen interest in studyingtextbook knowledge to complete the "excited-divergent-perfect-to enhance the"thinking process, to develop students’ creative thinking targets, and to promote aharmonious relationship between teachers and students. However, this study in the earlydata preparation, experimental sample selection and experimental design are stillshortcomings, this is the next part of continuing research is needed to improve. We alsohope to be able to join a friend interested in my research, jointly improve creativethinking training.