论创造性思维产生的有利条件

创造性思维是创造性的核心,是人类思维的最高表现形式。创造性思维的形成与发展受到多方面条件或因素的影响,如想象是创造性思维的基础,标新立异是创造性思维的本质特征,好奇心是创造性思维的激活剂,学习兴趣是创造性思维发展的原动力,联想和灵感是创造性思维的重要方法。探索创造性思维形成的有利条件,有助于创造性思维能力的培养。     

在作文教学中凸显学生的创造性思维

一、创造性思维及其特征所谓创造性思维,简言之,就是指有创见的思维。换言之,就是指在某种创造性活动中所特有的思维过程,它不同于一般的思维,是人类思维的高级形态。创造性思维的主要特征是:第一,创造性思维包括聚合性思维、发散性思维、变通性思维和批判性思维等思维方式。第二,创造性思维具有     

大学生创造性思维探析

本文从创造性思维是创造力的核心入手,说明创造性思维的概念及创造性思维研究的现状和存在的问题,再从大学生这个独特群体来说明其思维发展的特点,尤其是创造性思维的发展,探讨各思维形式与创造性思维之间的关系及对创造思维发展的作用,具体分析大学生创造性思维发展的特点和如何培养大学生的创造性思维。     

在英语教学中培养学生的创造性思维

创造性思维是多种思维的综合表现,是直觉思维与分散思维、发散思维与聚合思维、抽象思维与形象思维的结合,又离不开创造性的想象。创造性思维是有创造性的前提条件。创造性思维的培养,可以从以下几个方面着手。     

实验教学中培养学生的创造性思维

一、培养学生创造性思维的意义创造型人才首先要有创造性思维。所谓创造性思维,就是思维结果具有新奇性、独创性、目的性和价值性的思维活动。创造性思维是由多个思维因素综合构成的较高级的思维形式。创造性思维是创造力的核心。创造性思维具有非常规性和积极主动性两个特点,是创造教育要着力培养的最可贵的思维品质。创造性思维能力包括创造性想象、直觉能力、洞察能力等,其中最主要的是直接能力和想象能力。创造性思维     

在英语教学中培养学生的创造性思维

创造性思维是多种思维的综合表现,是直觉思维与分散思维、发散思维与聚合思维、抽象思维与形象思维的结合,又离不开创造性的想象.创造性思维是有创造性的前提条件.创造性思维的培养,可以从以下几个方面着手.     

大学生创造性思维现状及相关因素研究

本研究旨在探讨大学生创造性思维的现状以及认知风格、成就动机在大学生创造性思维中的作用。结果表明：①从创造性思维的现状看,大学生创造性思维的流畅性较好,独创性较差,变通性最差,大学生创造性思维的总体状况不容乐观;大学生创造性思维在某些方面存在显著的性别、专业和城乡差异。②从认知风格、成就动机在创造性思维中的作用看．认知风格、成就动机均显著影响创造性思维;认知风格、成就动机在创造性思维上交互作用显著。成就动机对创造性思维的作用受认知风格的影响。     

创造性思维方式及其在我国哲学发展的意义

创造性思维是创造性的核心,是人类思维的最高心理活动表现形式。创造性思维的形成与发展对我国哲学影响深远。探索创造性思维本质特征,有助于创造性思维能力的培养与训练。用创造性思维方式来研究我国哲学发展的基本状况,用创造性思维反思我国哲学,有助于进一步促进我国哲学发展。     

论初中数学思维与创造性思维

本文论述了创造性思维研究的现状,简单梳理了创造性思维研究的几种观点,并鉴于实践中对于创造性思维研究的成果的应用,列举了五种较为流传的创造性思维教学模式,随后论述创造性思维的本质及构造,讨论了创造性思维方法的培养。     

高中政治课教学中创造性思维培养初探

创造性思维是多种思维的综合表现。创造性思维的培养 ,主要是培养学生创造性思维品质和创造性思维方法。课堂教学的民主气氛是培养创造性思维的关键 ;发散思维的培养是重中之重 ;培养直觉思维 ,孕育灵感的萌芽 ;构建知识网络 ,重视横向思维 ;理论联系实际 ,积极开展第二课堂教学     

论艺术设计教育中创造性思维的培养

创造性思维是艺术设计中处于核心地位的思维能力,它以发散性思维为主要特征,讲究科学理性和艺术感性的融合,并强调灵感和直觉的运用。在艺术设计教育中培养学生的创造性思维能力,要让学生突破思维定势,学会发散思维;了解创造性思维的过程,学会捕捉灵感,形成创意;要改进评价机制,营造富有竞争力的艺术设计教学氛围来激励和启发学生的创造能力。     

历史教学与学生创造性思维能力的培养

教师在历史教学中培养学生的创造性思维,对加强素质教育和培养创造性人才,有着极其重要的意义,从教师的创造性教学,激发学生学习历史的兴趣,历史作业的创新设计以及合理导向学生的创造性思维等方面加以阐述。     

Investigating the synergy of critical thinking and creative thinking in the course of integrated activity in Taiwan

The relationship lying between critical thinking and creative thinking is opposite or complementary, results of previous relevant researches have not yet concluded. However, most of researches put the effort to compare the respective effect of the thinking methods, either the teaching of creative thinking or that of critical thinking. Less of them showed the interest to investigate the combined effect of these two thinking skills teaching, especially its synergy. Therefore, present study aimed to discuss the synergy of critical thinking and creative thinking, and investigated the joined effect of these two methods of thinking in the courses of ‘Integrated Activity courses’. Not only the separate influence but also the synergy would be our interests. Moreover, the outcome would also be compared with the learning result of single creative thinking skill teaching. Participants were 147 male students and 118 female students of ninth grade from 8 intact classes in a public middle school in Taiwan, the number of total participants were 265. Experimental design was ‘nonequivalent control group pretest/post-test quasi-experimental design’. Participants were assigned into three groups, three intact classes for creative thinking teaching group (EG1), three intact classes for ‘critical thinking and creative thinking combined teaching group (EG2)’ and two intact classes for regular teaching method group (watching video, control group). All participants took the assessment ‘The New Creative-Thinking Testing’ and ‘The Critical-Thinking Testing, Level 1’ after receiving the courses as post-test. Data were analysed statistically by one-way ANCOVA. The results showed that:

1. Regards to the performance in Integrated Activity courses, no significant difference was found among students in EG1 and those in EG2. However, the students in both experimental groups got higher scores than those in control group did.

2. As for the ability of critical thinking, students in EG2 got higher score than those in EG1 and CG did, but no difference was found among the students in EG1 and those in CG.

3. In respect of originality, students in EG2 got higher score than those in EG1 did, the influence of critical thinking was significant.

Theoretical and possible applications of the results were also discussed. Present study not only manifests the correlation between creative thinking and critical thinking, but also provides the empirical data for synergy in actual pedagogical situations.     

Effectiveness of the multidimensional curriculum model in developing higher-order thinking skills in elementary and secondary students

The study aimed to assess the effectiveness of the multidimensional curriculum model (MdCM) in the development of higher-order thinking skills in a sample of 394 elementary and secondary school students in Israel. The study employed a quantitative quasi-experimental pre-post design, using a study module based on MdCM, comparing intervention group to control group. Thinking skills were measured using a thinking questionnaire comprising three dimensions: Scientific thinking – focusing on inquiry skills; creative thinking – relating to problem finding and problem-solving; and future thinking – concerning personal and time perspectives. Findings indicate improvement in measured thinking skills in the intervention group by 40% compared to 4% in control group. Most improved skills were future thinking and creative thinking. Differences were detected according to the type of school. It is suggested that when used regularly the MdCM incorporating innovative teaching–learning strategies and embedded thinking tools could improve thinking skills among students from different age groups. General implications for curriculum design are discussed.     

研究性学习在机械设计创新教学中的应用

在机械设计创新教学中实施研究性学习,能够培养学生的思维能力,创造能力,学习能力,多渠道获取信息的能力和基本的科学研究能力     

物理教学中如何培养学生的创造性思维能力

逻辑思维是创造性思维是基础,是物理创造性思维的必要条件。在培养学生创造性思维能力时,应注意提高学生的专业素质,进行发散性思维训练,掌握思维收敛的方法。     

PISA2021:创造性思维的测量维度与评估示范

回顾了PISA2021创造性思维背景、内涵与维度,分析了PISA2021创造性思维在课堂教学中的影响因素及表现,阐述了PISA2021创造性思维的评估目标、领域设计、创造力测试设计及样例。创造性思维能力是学生适应21世纪发展的必备核心能力,需要组织多领域专家开展创造性思维的理论研究,学校要秉持促进学生创造性思维发展的理念,教师要成为学生创造性思维的促进者,通过课程与课堂教学培养学生创造性思维能力。     

创造性思维与英语课堂教学

英语学习的自身规律与培养创新型人才的教育目的要求我们,以创新的思路改革英语课堂教学,高度重视创造性思维能力的开发。为此,需要营造一种有利于激发创新精神的学习氛围;要把创造性思维能力的开发和有关知识的传授以及听说读写技能的培养有机地结合起来。形式多样的课堂活动是开发创造性思维的有效途径,而课堂活动任务化对开发创造性思维具有特殊的意义。     

创新思维在数学教学中的培养

创新型国家战略需要创新型人才,创新型人才需要具备创新型思维。文章在对创新理论与创新思维进行理论梳理基础上,阐明了现代教育应当坚持培养具有创新思维的创新人才,并结合教学实践,探讨了如何通过数学教学培养学生创新思维的路径。     

大学英语听说课程中的创新思维培养

大学英语听说教学不仅要培养学生的英语听说能力,更要注重培养学生的创新思维能力。根据大学英语听说课程的特点,从学习环境的创设、教学目标的设置、教学内容的选取、教学活动的设计和教学效果的评价5个方面,探讨将创新思维能力培养融入大学英语听说课程,实现学生创新思维能力的提高。