Divergent Thinking In The Teaching Of Geography In Training Design

The new curriculum requirements of the school teachers to change the traditional mode ofteaching, the use of new ideas, concerns the individual students, emphasizing the creativethinking abilities of students; But in China due to the long-term unidirectional focus on thethinking mode of teaching, Allows students to analyze and problem-solving ideas are always thedirection of centralized thinking, There is no innovation. With the implementation of the newcurriculum reform, We need to change this traditional teaching model of concentrated thinking,Social development needs and fully meet the needs of people with diversified skills developmentof students as the fundamental purpose, to break the shackles of centralized thinking, Causesstudent’s thought to turn towards many directions under teacher’s guidance to carry on theradiation, Also take on the important task of training high-quality innovative talents for thecountry.Given the problem of divergent thinking in the teaching of geography in the case of avariety of strong operational training design, With these cases in order to change the traditionalgeography teaching methods.These cases have the strong feasibility in the geography teaching,Consciously carries on the design in the geography teaching to the geography radiation thoughtteaching, The consciously guidance student revolves the radiation thought question to carry onthe training, It is not only effective for students to grasp the subject knowledge of geography, butalso to mobilize the enthusiasm of students, Trains the student in the geography study using theradiation thought to ponder the question and solves the question ability, Train more high-qualityinnovative talents for the country.The paper is divided into five parts, The first part is the background on the divergentthinking research, research status and significance of the study; The second part introduces theconcept of centralized thinking and divergent thinking, and features; The third part is the mainpart of the paper, Links from more than one knowledge point of view of the relationship,Combined with the teaching practice of divergent thinking training problem into attributerelationships, analogous relationship, antagonistic relationship, and international relations, causal relation type, Some typical cases in each type of design; The fourth part is to analyze theobstacles are in the process of divergent thinking training; Part V Conclusion and Outlook.