Using Chemical Open Pluralistic Problem Solving Training To Raise The Student Multiple Thinking

This research aims at the development of students, based on the demand of talents in Twenty-first Century and the role of education in the development of human, combined with the new curriculum reform and high school chemistry teaching, this thesis puts forward the topic to cultivate students’ multiple thinking through the training of chemical open innovation problem solving pluralistically. This topic points at how to realize the development of students’ multiple thinking ability in high school chemistry teaching to implement the research on theory and practice.In terms of theoretical research, this study is guided by Dewey’s "Reflective thinking Teaching", combined with the theory of Constructivism and based on the research results of multiple thinking and chemical open innovation problem by educational researcher, proposes to use the training of chemical open innovation problem solving pluralistically to cultivate students’ multiple thinking. In terms of practice research, this paper makes a survey on the present situation of cultivating multiple thinking in senior high school chemistry teaching from three aspects of teachers、students and teaching activities, and analyzes and summarizes the survey result, firstly, put forward the research hypothesis---- use the training of chemical open innovation problem solving pluralistically to cultivate students’ multiple thinking, then implements and demonstrates the investigative hypothesis, finally, compares and tests the training results, it provides a practical basis for the training of chemical open innovation problem solving pluralistically can cultivate students’ multiple thinking.The development of people cannot leave the education, innovation requires multiple thinking, include multiple thinking training in high school teaching practice to the student individual development and the improvement of the education system has far-reaching significance. This research direction of the task is to cultivate students’ multiple thinking, means to use the limited research and demonstration to seek the valuable implementation methods and approaches for promoting the development of students’ multiple thinking in chemistry teaching practice.