Practice And Exploration Of Cultivating Students' Divergent Thinking In Biology Classroom Teaching In Junior Middle School

Divergent thinking is an important part of creative thinking.Cultivating students ?divergent thinking in biology teaching is helpful to improve students' innovative ability and cultivate good thinking habits.It is very important for students 'future growth and career development.At present,there are few studies on divergent thinking in junior middle school biology classroom teaching,and few scholars focus on teaching practice.The purpose of this paper is to explore how to enhance the classroom interest through the teaching activities of cultivating students 'divergent thinking,and then promote the internalization of knowledge,so as to achieve better classroom teaching effect,which has practical significance and timeliness,and meets the needs of social development.The author carried out half a year's teaching practice as a substitute teacher of biology in three classes of the first grade of junior middle school.In this process,we have consulted a large number of relevant documents and studied the cultivation of divergent thinking.Through interviews,case analysis,knowledge analysis,homework analysis and other methods,we have designed some effective teaching activities to cultivate students 'divergent thinking and improve students' innovative ability,such as "debates","free classes" and "inquiry experiments".In the process of practice,some practical cases in teaching practice are recorded in detail and summarized and analyzed.After the practice,referring to the questionnaire questions made by other researchers and combining the level of junior high school students,the standardized questionnaire was used to survey students and collect students ?feedback and opinions on classroom teaching.Through scientific statistics and detailed analysis of the corresponding survey results,this paper explores the practical effect of case teaching,and truly puts students in the main position of education.From the feedback and suggestions of students,we can clearly see the current students ?real demands for the form of classroom teaching.Through this study,the following conclusions can be drawn:1.By exploring how to infiltrate divergent thinking,the author enhances classroom interest and achieves better classroom teaching effect.The designed teaching activities are easy to implement and effective.2.Through students 'feedback evaluation and classroom performance,we can see that classroom activities have been recognized by students.3.The change of students 'knowledge and attitude towards biology learning is obvious.It can be concluded that the training of divergent thinking is beneficial to the development of junior middle school students' learning attitude and divergent thinking ability.Through the students ?performance in the classroom,we can see that after divergent thinking training,teaching activities based on divergent thinking can improve students' interest in learning,change their learning attitude towards biology,and improve students ?problem solving ability.The results of practical research provide reference for middle school biology teachers to design teaching activities based on improving students ?divergent thinking.