High School Biology Teaching Culture Of The Theory And Practice Of Students' Divergent Thinking

In February 1998, Comrade Jiang Zemin's speech that : "Innovation is the soul of a nation's progress and prosperity of the country inexhaustible power. ...A national innovation capability can hardly stand tall among the nations in the world. " J.P.Guildford famous American psychologist said : "The people mainly rely on the creativity of Divergent thinking, it is an essential part of their Creative thinking." Therefore, the gradual arrival of the knowledge-based economy of today, we must vigorously strengthen training of students Divergent thinking. High school biology curriculum is important science curriculum, high school science is a major field of study subjects, it should advance with the times and make great efforts to train students Divergent thinking to meet the needs of the times.I try to draw from them in theory, on the basis of viewpoint, through the teaching of high school biology students Divergent thinking conduct training in the theory and practice of research to change our thinking classroom teaching only emphasizes the unity, and unity of the answer, unified format, the book knowledge as immutable truth. Divergent thinking seriously hampering the ability of the negative phenomena. Trying to train students thinking fluency, flexibility, originality, biology teaching can really people-oriented, subject-based, knowledge-based paying close attention to the overall development of each student, in biology teaching-oriented all-round development of students achieving the goal of quality education to make contributions.The thesis uses the methods of literature research, investigation, experiment, education statistics, case analysis and other research methods.The main thesis is divided into six parts :The first part of the students explained the significance of Divergent thinking. The divergence from the thinking part of the importance and new demands of the domestic and Divergent thinking on the status of the three aspects of the importance of cultivating Divergent thinking. The second part is overview of the Divergent thinking. This section is mainly explained by the concept of Divergent thinking, Divergent thinking and the differences and connections between the Creative thinking, Divergent thinking, and the characteristics of several common forms of Divergent thinking.The third part is about training in high school biology teaching Divergent thinking part of the basic theory. This part of philosophy, psychology, education, biology and other aspects of the students described the theoretical basis for Divergent thinking, and briefed the students in the basic principles of Divergent thinking, and the conditions that affect the teaching of high school biology students cultivate a factor hindering Divergent thinking.The fourth part is on the implementation of teaching in high school biology teaching Divergent thinking of the design. Some examples of the combination of several, described the case of students in high school biology teaching Divergent thinking basic training methods, teaching strategies, and implementation of several commonly used methods.The fifth part is in high school biology teaching cultivation Divergent Thinking Experimental Research. This paper has put the train Divergent thinking on the principles, methods, strategies, methods used to assess teaching practice, to test their actual teaching of the feasibility and confirmed in a high school biology teaching students through the cultivation of Divergent thinking ability of students to learn the subject, interest in learning and attitude, learning strategy level, play a role in other aspects of school.The sixth part is the conclusion. To do a summary of this study concluded.The seventh part is discussed and recommendations. Implementation issues arising in the course of the analysis and the corresponding recommendations.