The Investigation On The Current Situation And Related Research Of Divergent Mathematical Thinking Of The Grade Two Students In High School

The outline of basic education curriculum reform(trial) and ordinary high school mathematics curriculum standard(experiment) emphasize innovative consciousness of cultivating students. Guilford believes that the divergent thinking is the core of creative thinking, and divergent thinking have been shown to be measurable. Therefore, training students’ divergent thinking plays an important role in improving students’ innovative consciousness.According to Guilford’s divergent thinking theory, I define the concept of divergent mathematics thinking, divergent thinking of mathematics is a new mathematical information generated from the given mathematical information. The focus is generates from the same source at a variety of a large number of transmission. I determine three dimensions of the divergent mathematics thinking: fluency, flexibility, originality. But also the three evaluation indicators of divergent mathematical thinking. According to Guilford’s test(1967) I compiled the scale of the divergent mathematics thinking and in Chongqing’s a key middle school I randomly selected three classes, in grade two of high school 173 students were tested as the sample. This study mainly uses survey,interviews and other research methods, to understand the current situation of divergent thinking in senior high school mathematics, further analysis of the correlation between divergent mathematical thinking in all dimensions, correlation between divergent mathematical thinking and mathematics achievement, The top students, the average students, the students with learning difficulties divergent mathematical thinkingdifferences and divergent mathematical thinking and gender differences. Through the research, the following conclusions are obtained:(1) The development of students’ mathematical divergent thinking is extremely unbalanced.Fluency is higher than flexibility, far higher than the originality. Divergent mathematical thinking totality and fluency, flexibility relatively high level and low level of fewer people. moderate level of more people. originality in the low level of the majority of the population, the average level of the minority, high level of only very fewer people. Originality in the low level of most people, followed by flexibility,fluency at least; fluency in the middle and higher levels of most people, followed by flexibility, the least originality.(2) Divergent mathematical thinking is highly positive correlation between the two two dimensions.Fluency and flexibility are the most correlation., followed by flexibility and originality of relevance, fluency and originality of the lowest correlation.(3) The students’ divergent mathematical thinking as well as the various dimensions are positively related to the mathematics achievement.Flexibility and the mathematics achievement are highest correlation, followed by fluency and mathematics achievement, the lowest is the originality and mathematics achievement.(4) The difference between the three kinds of students is not the same as the difference of divergent mathematical thinking.The top students’ divergent mathematical thinking ’s totality, fluency, flexibility is the best, followed by the average students, students with learning difficulties the lowest.The best of the average students’ originality, followed by the top students, the lowest is students with learning difficulties. There are no significant differences between the two types of students in the originality of the three categories. There are significant differences between the two types of flexibility. There was no significant difference between the top students and the average students in divergent mathematical thinking’totality, fluency. There are significant differences in the top students, the average students and students with learning difficulties in divergent mathematics thinking’s totality, fluency.(5) There is no significant difference between the two dimensions of the divergent mathematical thinking of the male and female students.According to the above research conclusion and Guilford’s intelligence structure problem solving model, aiming at cultivating students’ divergent mathematical thinking for high school mathematics teaching to put forward the following seven suggestions:(1) Teachers should be based on the four base of mathematics, appropriate to expand knowledge, enrich the students’ mathematical knowledge.(2) Teachers should help students to establish the network of mathematics knowledge, improve the students’ cognitive level.(3) Teachers should be the comprehensive assessment of students’ mathematical thinking process, tap the potential of students.(4) Teachers should pay attention to the training of divergent mathematical thinking, enhance students’ problem consciousness.(5) Teachers should focus on students’ mathematics generalization ability, promote students’ knowledge transfer.(6) Teachers should be the organic combination of deductive inference and plausible reasoning, strengthen students’ mathematical thinking is rigorous and innovative spirit.(7) Teachers should be convergence and divergent thinking combine to stimulate the creativity of students.