Divergent Thinking Training Based On Mind Mapping For High School Students

This study, based on agreeing to the function of the application of mind mapping on traditional teaching and the theory of brain science, the theory of knowledge visualization, the theory of cognitive flexibility, the theory of cognitive-found, the theory of insight learning and some other theories, attempts to establish evaluation gauge divergent thinking and promote divergent thinking mind mapping evaluation gauge to evaluate the results of the study by using literature analysis, questionnaire investigation, comparative study and work and other research methods. Choosing a rural middle school’s4classes in high grade as a sample in XianYouXian in fujian province, choosing two classes as experimental group, the other two classes as control group, four parallel class divide into classes is chosen at random, each group of54people, a total of108people.This study also evaluates the creativity of the control group and that of the experimental group and analyzes the correlation of the academic achievement of the control group and that of the experimental group selected by Williams creativity tendency scale.The results show that:(1)the scores of the experimental group in the divergent thinking test are higher than that of the control group after the experiment. There is a significant difference between the two groups and there is no significant difference in the dimension of the uniqueness.(2)the result of creativity tendency of the experimental group is higher than that of the control group and there is no significant difference in the dimension of callenge.(3)there is a positive correlation between the scores of the test after the experiment of mind mapping and the scores of the Williams creativity tendency scale.(4)there is a positive correlation between the scores of performance of the eighthmind mapping drawing and the result of the test after the divergent thinking, which shows that drawing the mind map can improve the ability of divergent thinking.(5)there is no correlation between the academic achievement and the divergent thinking.