Study On The Development Of Divergent Thinking Ability Of High School Students In Geography

An increasing number of people with creative capability is needed by modern society.It is closely related to creative mindset of which the core is divergent mindset.It is mean to cultivate students’ divergent mindset in elementary education stage,so as to make students preponderate in the future competition.The standard of geography curriculum in senior high school indicates that the purpose of geography curriculum is the cultivation of students’ four core qualities of geography and and the education of socialist builders and successors with comprehensive development of virtue,intelligence,health,art and labour education.It is crucial to cultivate students’ divergent mindset so that they can develop themselves in a comprehensive way.The combination of the basic theory and teaching mode is applied in this thesis to explore the cultivation strategy of high school students’ divergent mindset in geography and also to provide reference for geography teachers in high schools.The main research contents are as follows: firstly,the research status of divergent thinking is reviewed,and the basic understanding of divergent thinking is formed through literature research.On this basis,the relevant concepts are defined and the relevant theoretical basis is clarified.Secondly,the current situation of divergent geographical thinking ability of senior high school students was deeply understood through questionnaire survey.Then using the questionnaire survey method to investigate and analyze the current situation of high school students’ geographic divergent thinking ability causes.Then combined with the reality of geography teaching,this paper puts forward the countermeasures of divergent thinking training in high school geography teaching.Finally,through experimental research method and data analysis method,the experiment of cultivating students’ divergent thinking ability in high school geography teaching is carried out,and the experiment data is analyzed and studied with the help of SPSS software,and the experimental conclusion is drawn.The main research conclusions are as follows:(1)At present,most high school students are unable to make reasonable changes according to classroom knowledge and learning contents in the process of geography learning,and most high school students have poor ability of divergent thinking in geography.(2)Students have serious thinking set.Geography teachers are not ideal in setting open exam questions,in using multiple solutions and variable methods of one question,in training students’ thinking,in cultivating students’ inductive ability,and in integrating subjects,etc.These aspects are the reasons for the poor geographical divergent thinking ability of senior high school students.(3)Countermeasures to cultivate divergent thinking in high school geography teaching: breaking the thinking set;Set open test questions;One problem is changeable and many solutions;Selected geography exercises;Establish a mind map;We will strengthen the integration of disciplines.(4)The adoption of a variety of geography teaching modes and divergent thinking teaching strategies can improve students’ divergent thinking ability and improve their geography performance.