A Study On The Practical Of Guilford's Structure-of-the-Intellect Model In Geography Teaching

This passage is based on the new teaching theories of "promotingcreativity in teaching "and "fostering creative top—notch students "which werebrought up in the eighth national course reform on basic education .To counterthe tendency of too much emphasis on convergent production in the traditionalteaching system, it approaches the practical value of Guilford'sStructure-of-the-Intellect(S.O.I) model in fostering creativity in geographyteaching .This passage adopts qualitative investigation as well as quantitativeinvestigation. It gives a brief introduction of the current situation of fosteringcreativity worldwide, especially in the field of education .It has cited numerousfacts appearing in geography teaching and chooses a questionnaire to doresearch carried out by the classes where the writer is teaching .The resultproved the lack of creativity in teaching as well as the urgency of fosteringcreativity in geography teaching of high school.This passage systematically summarizes the basic comment of divergentproduction. In the key section of this passage, the writer chooses ten teachingmodels which aim at training and developing the students' divergent productionin geography class. There are also numerous teaching cases which are used toexplain the ten teaching models based on Guilford's S.O.I model. For example,it categorizes the geography knowledge in terms of figural, symbolic, semanticand behavioral. According to this category, there are 24 kinds of divergentproduction abilities such as units, chasses, relations, systems, transformationsand implications .Ten of them are adopted in this passage to illustrate how totrain and develop the students' divergent production in accordance with thespecial characteristics of geography .To prove the effect of divergent production model on improving thestudents' divergent production ability, the writer did on experiment in geographyteaching with a problem which needs divergent production .The experimentresult proves that it is of great help for the students to analyse and solveproblems if they are trained in developing divergent production. It alsodemonstrates that the teachers' magistral effect in this process is very importantfor the students to improve divergent production. In addition, to examine if thestudents' divergent production is improved and to direct the teaching processeffectively, this passage also provides some brief analyses of evaluation onconvergent production. It emphasizes the importance of evaluation onconvergent production and also discusses the method of evaluation.In conclusion, this passage elaborates the importance and necessity offostering divergent production in geography teaching using Guilford's S.O.Imodel for reference. The writer suggests ten teaching models on training thestudents' divergent production and validates them with experiments. Theevaluation on convergent production is also referred to in this passage.Hopefully, it will be of some help for the educators in the process of newcourses reform.