| With the advent of the information age,the demand for innovative talents in society is growing."Innovative scientific and technological talents are the foundation of national development,an essential guarantee for competition with other countries,and the driving force for a strong and prosperous nation.All over the world,both developing and developed countries are facing enormous challenges from the domestic and international environment.In the face of these challenges,nurturing innovative talents is the cornerstone of national development.Schools,especially in the field of science,are an important place and basis for nurturing innovative talents.Chemistry is a part of the natural sciences,and chemistry education bears the responsibility of cultivating students’ creativity.In the teaching process,how teachers cultivate and enhance students’ creativity is a problem that urgently needs to be addressed.The CPS(Creative Problem Solving)model emphasises the combination of divergent and convergent thinking,the cultivation of creativity and practical problem solving skills,the diversity of goals and the openness of problems,and focuses on collaborative learning.This study combines the CPS model with the characteristics of chemistry discipline,selects relevant teaching content to carry out teaching design based on the CPS model to cultivate students’ creativity and enhance their scientific inquiry and innovation awareness.This study is divided into six parts,consisting of an introduction,a literature review,key concepts and theoretical foundations,an investigation of students’ current levels of creativity,teaching cases based on the CPS model,and a conclusion and reflection on the study.The first part is the introduction,which includes the background and reasons for selecting the topic,the purpose and significance of the research,the research content and methods,and the research approach of the thesis.The second part of this study presents an elaborate literature review,which comprehensively details the evolution of the CPS model’s implementation on a global scale.It also outlines the advancements in the application research of the CPS model both within domestic boundaries and on an international front.Furthermore,it offers a comparative analysis of the nature of literature pertaining to the CPS model from both domestic and international sources.The third part focuses on the core concepts and theoretical basis of the CPS model,mainly Osborn’s "brainstorming",Guilford’s "intellectual structure" and "creativity" theories,and Bruner’s discovery learning theory.The fourth part investigates the students’ level of creativity using the Williams Creativity Tendency Scale and analyses the survey results.The results show that there were no significant differences in creativity tendencies between the experimental and control classes before the experiment.Section five of this study includes teaching cases and post-test experiments.First,a teaching design framework based on the CPS model is constructed,followed by specific teaching design and practice of the CPS model.Finally,post-test experiments are conducted.The post-test results show that the application of the CPS model in high school chemistry teaching improves students’ tendency to be creative.Section six is the summary and reflection part of this study.The following conclusions can be drawn from this paper:(1)The investigation of students’ creativity level shows that most students have a moderate level of creativity,with no significant differences between them.(2)A teaching design framework based on the CPS model is constructed by integrating the CPS model with the characteristics of the subject of chemistry.(3)Effective teaching design cases based on the CPS model are developed,concluding that the application of the CPS model in high school chemistry can enhance students’ learning interest,be well received by students,improve their course satisfaction,and help increase their creativity level. |
