Evaluation Of Senior-High School Students' Chemical Divergent Thinking Ability

Creative thinking is the key literacy for citizens to face the challenges of the new century,and divergent thinking is an important component and main predictor of creative thinking.The main channel of implementing creative thinking education is subject creative teaching.The research on chemistry divergent thinking ability can deepen the understanding of chemistry creative teaching and the educational value of chemistry subject.On the basis of defining the connotation of the concept of "chemical divergent thinking ability",a measurement tool for "chemical divergent thinking ability" was designed.After ensuring that the surveying quality of the research tool is qualified,the current situation of chemical divergent thinking ability of 258 students in Shanghai was investigated.The research results are as follows:(1)There is no obvious difference between boys and girls in chemical divergent thinking,but boys score significantly lower than girls in the two dimensions of fluency and flexibility;There are significant differences in the thinking ability of intermediate and excellent students,and the differences are reflected in the two dimensions of fluency and flexibility.(2)Family socioeconomic status,chemistry teachers' interaction style and autonomous learning motivation all have significant effects on chemistry divergent thinking ability.The prediction of family socioeconomic status on chemical divergent thinking ability can play a role through the mediating path of family socioeconomic status-chemistry teacher interaction style-chemical divergent thinking ability.Self-directed learning motivation has mediating effect between chemistry teachers' interaction style and chemistry divergent thinking ability.Family socioeconomic status,chemistry teacher interaction style and autonomous learning motivation all have significant effects on chemistry divergent thinking ability.(3)Individual diagnostic results were formed in the form of test reports.Students can conduct effective self-assessment based on the objective interpretation of the scores.Teachers can also obtain more information about the development of students' thinking from the test report.The chemical divergent thinking ability test report can effectively feedback the test results to help better teaching activity.Finally,some teaching suggestions are given to help practice.Subsequent work will focus on improving testing tools,expanding research objects,and clarifying the mechanisms of influencing factors.