Research On The Influence Of CPS Model In High School Physics On Students' Divergent Thinking

Innovation has always been defined as the core element of national economic prosperity and development.China attaches increasing importance to the cultivation of innovative talents and has issued numerous policies to emphasize the importance of innovation.For example,in the Outline of the National Medium-and Long-Term Plan for Education Reform and Development(2010-2020),it is mentioned that in this decade,we will comprehensively improve the basic quality of the people,attach importance to innovation and creativity,and focus on cultivating innovative talents.The most important thing for innovative talents is to have innovative thinking,and divergent thinking is the core element of innovative thinking.Therefore,cultivating students' divergent thinking provides more possibilities for students to become innovative talents.Based on this,the school is an important place to cultivate divergent thinking,and physics is an essential discipline to cultivate divergent thinking.Creative Problem Solving,or CPS,has been proved to be an effective teaching model for cultivating students' divergent thinking in the United States.Therefore,if the CPS model is deeply integrated with physics teaching,it will be a brand-new attempt to cultivate students' divergent thinking.In the high school physics teaching research in China,there are few relevant researches on whether the application of CPS model can also effectively cultivate students' divergent thinking.Therefore,this paper carried out a study on the influence of CPS model on students' divergent thinking in high school physics,in order to further verify the effectiveness of CPS model in cultivating students' divergent thinking and provide new ideas and references for high school physics teaching.Before the start of the experiment,the author used literature research method to sort out and summarize literatures related to CPS model and divergent thinking,and made a literature review of them.After that,the correlation between CPS model and divergent thinking was found,and the students' learning status and divergent thinking were investigated through questionnaires.Finally,through the analysis of the existing chemistry,biology teaching cases,summed up the high school physics application CPS model of classroom teaching characteristics.This experiment was carried out in a middle school in Jinan where the author practiced.Two classes of the same level were selected for nearly half a year of experimental research.The CPS model is applied to physics teaching in the experimental class,while the conventional teaching is applied in the control class.The pre-measurement tool of the experiment was the Physical Thinking Measurement Scale for Middle School Students compiled by Li Yanting,which was based on the Guilford Creativity Test and fully combined with the characteristics of the physics subject,and showed good performance in terms of reliability and validity.The post-test tool of the experiment is “Torrance Creative Thinking Test”,which is a widely recognized and widely used test of divergent thinking in the world.After the experimental study,the author used Excel and SPSS to analyze and summarize the pre-test and post-test data,and compared the physical performance before and after the experiment.The results show that the experimental class is significantly higher than the control class in terms of divergent thinking level and physics performance,which further indicates that the in-depth integration of physics teaching and CPS model can promote the development of students' divergent thinking,and also has a positive effect on the improvement of students' physics performance.At the same time,through the observation and analysis of the interview results between teachers and students and the classroom observation table,the physics teaching using the CPS model can better reflect the student-centered.