数列复习中发散思维的培养

在数学教学中,应注意拓宽学生的思维空间,培养学生的创新思维能力。发散思维即求异思维,是一种创造性思维,本文探讨了如何在数列学习中培养学生的发散思维。     

发散思维和敛聚思维在化学实验教学中的应用

发散思维和敛聚思维同属于创造性思维范畴。在实验教学中培养学生运用创造性思维有着得天独厚的条件。学生能运用发散思维去发现问题，而运用敛聚思维去“完成”创新任务。这是挖掘学生思维潜能的过程，也是培养创新能力的尝试。     

怎样在大学数学教学中培养发散性思维

在培养学生的思维能力方面,数学起着尤其重要的作用,本文通过引入具体例子总结了发散思维的几种重要形式,并在最后提出了一种新形式。     

试论变异修辞中的发散性思维

本文通过发散性思维的本质、特征和表现形式,论述了发散性思维与变异修辞不可分割的联系,以及发散性思维在变异修辞创造过程中关键而独特的作用。     

化学教学中如何培养学生的发散思维能力

教师在教学过程中对学生有意识地培养学生的发散思维,克服题海战术,减轻学生负担,提高学生举一反三、触类旁通的能力,则教和学必能达到事半功倍之效。文章论述了怎样才能培养学生的发散思维能力。     

奥林匹克数学学习对数学发散思维与聚合思维的促进——以行程问题为例

小学数学奥林匹克竞赛中热点题型之一的行程问题,思维难度较大,学生不易掌握解题的规律和实质,是小学生奥数学习的一个难点,如何把握问题的本质联系,培养学生数学学习的转化能力,从而促进学生发散思维,我们通过教学积累和总结,对行程问题及特殊的追及问题、车长问题、时钟问题作了深入分析,结合实例,透过现象抓住本质,最后回归为行程问题这一类数学问题的解决。     

训练求异思维培养创新能力

本文阐述了训练求异思维，培养创新能力的必要性及在教学中的可行性。介绍了激发求异思维的三种机制和四种方法。     

初中数学发散性思维能力培养策略

《初中数学课程标准(2011版)》指出,数学课程能使学生掌握必备的基础知识和基本技能,培养学生的抽象思维和推理能力,培养学生的创新意识和实践能力数学的发散性思维能力是"问题解决"的基础,是培养数学推理能力和创新意识前提要求。数学发散性思维作为用学科自身的品质陶冶人、启迪人、充实人。"问题解决"是人的高级数学思维。高级思维的学习,可以使学生充分享受思维的快乐,可以让思维自由飞翔。本文就初中数学发散思维的培养谈几点体会,通过创设问题情景、设置开放性试题、发挥学科优势等教学策略,着力培养初中学生的数学发散性思维能力,实现有效教学。     

The effects of age on divergent thinking and creative objects production: a cross-sectional study

Age-related changes in divergent thinking and creative objects production were investigated in 150 native Italian speakers, divided into six age groups, each one comprised 25 participants: young (20–29), young adult (30–39), middle aged (40–49), adult-old (50–59), old (60–69), and old-old (70–80). Two tasks were used: the alternative uses task, which measures divergent thinking, and the creative mental synthesis task, which measure the ability to create objects belonging to specific categories. Results showed that the peaking of performances at both tasks is reached before 40 years, and declines thereafter. The analysis also showed that divergent thinking and creative objects production stabilize after 40 years and decline after 70 years, especially the ability to create objects. These results reveal that creative thinking might be preserved across years.     

汉语思维对英语写作的影响

研究发现偏向于汉语思维的学生组和偏向于英语思维的学生组在英语写作上存在显著差异,并且汉语思维对英语写作的负面影响大于其正面影响。     

网剧诙谐语的语用策略浅谈

随着时代的发展,网络的普及,移动设备的升级,新兴自制网络喜剧油然而生。本文就网络喜剧诙谐语言的语用策略进行粗略地探讨。     

《大气压强》课堂教学思考

初中学生的心理特点和认识水平,决定了初中学生学习物理必须由一定的物理情景和实验来激发学生学习的兴趣,启发诱导学生思考问题,师生共同分析实验现象,得出结论,掌握物理知识,达到水到渠成的目的.本着这一出发点,对义务教育版初二物理<大气压强>的课堂教学作以下思考,共同切磋.     

Cultivating divergent thinking in mathematics through an open-ended approach

The purpose of this study was to develop a program to help cultivate divergent thinking in mathematics based on open-ended problems and to investigate its effect. The participants were 398 seventh grade students attending middle schools in Seoul. A method of pre- and post-testing was used to measure mainly divergent thinking skills through open-ended problems. The results indicated that the treatment group students performed better than the comparison students overall on each component of divergent thinking skills, which includes fluency, flexibility, and originality. The developed program can be a useful resource for teachers to use in enhancing their students’ creative thinking skills. An open-ended approach in teaching mathematics suggested in this paper may provide a possible arena for exploring the prospects and possibilities of improving mathematical creativity.     

构建生物教学模型培养学生创新思维

阐述在生物教学中构建形象模型、概念模型、数学模型,培养学生形象思维、发散思维、逻辑思维等创新思维能力。     

发散性提问对学生思维能力的培养

通过恰当得法的发散性提问能创造一个良好的“问题情境”，使学生不是单纯地利用已有的知识和习惯的方法去解决问题，而是通过激发学生思维的积极性来培养其能力。     

Exploring the nature of divergent thinking: A multilevel analysis

In this study, a large sample with a clustered data structure from an educational context was utilized to analyze the relationship between cognitive abilities, school type, gender, and divergent thinking. The sample comprised 1098 students in 55 classrooms. A sequence of nested multilevel regression analyses revealed that processing capacity, as a core component of intelligence, as well as processing speed shared a significant amount of variance with divergent thinking. Additionally, school type affected divergent thinking even when controlling for intellectual abilities. Furthermore, a significant gender difference in divergent thinking favouring females was found. Gender differences as well as the effect of processing capacity and processing speed varied across classrooms, reflecting differences in the classroom environment. The nature of the relationships of cognitive and social factors to divergent thinking was considered.     

吴鲁芹散文幽默风格探析

吴鲁芹是中西合璧的散文大家,身上既有中国传统文化的深刻印记,又有西方文化的浸润。他将起居饮食、生活琐事与自己的人生经历巧妙地融会于散文中,显得生趣盎然。他的散文词短情深,幽默诙谐,闪现着智慧的光芒,读后给人以无穷的回味。这种幽默文风的形成是和他乐观旷达、洒脱随性的人生态度息息相关的。