Investigation On The Current Situation Of Thinking Ability Of Senior Middle School Students

This research has discussed the reasonable definition of mathematical divergent thinking, by using Guilford’s, divergent processing part of the three-dimensional mental model theory as the theoretical basis, and developed a measuring tools suitable for mathematics and high school students’divergent thinking ability,so as to understand the status quo of high school mathematical divergent thinking ability, including the difference of high school mathematical divergent thinking ability in grade,gender and major and the correlation between mathematical divergent thinking ability and mathematical achievement. On this basis, this research has analysed and discussed the research results of the status quo of high school mathematical divergent thinking ability and put forward the proposal to train high school students mathematical divergent thinking ability.The results of this research show that the high school students’ mathematical divergent thinking ability has significant differences in three dimensions; High school students mathematical divergent thinking ability has no gender differences; Arts students and science students in senior two have significant differences of mathematical divergent thinking ability; Academic achievement is not the significant factors influencing the mathematical divergent thinking ability, academic achievement has good correlation with the fluency and flexibility of mathematical divergent thinking ability. But the mathematics academic test and test on mathematical divergent thinking ability have different emphasis. so academic performance can’t be used as the basis for performance prediction of mathemcal diativergent thinking ability.