The Life Classroom Mathematics Teaching And Research Of Cultivating The Ability Of Divergent Thinking

Divergent thinking is also called questioning mind, disperse thinking, radiation thinking, etc. This kind of thinking is the known information direction, multi-angle thinking, is not limited to the understanding of the established, so as to put forward new problems, explore new knowledge or find multiple solutions and ways of thinking. It has three characteristics:flexibility (flexible thinking, random strain), fluency (the thought is agile, responsive) and uniqueness (the problem could lead to an unusual, unique and innovative ideas).Education psychology thought:creative thinking depends on divergent thinking.Mathematics teaching under the new curriculum concept is based on the development of students, to set up the concept of "life classroom". The classroom teaching of "focus on students’ learning outcome" to "focus on students activities"; "The formation process of reshape knowledge"; Curriculum design, implementation of "given knowledge" to "guide activity". Advocate students to take the initiative to explore, autonomous learning, and collaborative discussion, embody mathematical discovering process, so as to stimulate students’ interest in learning, improve the ability of students to learn mathematics. Since the new curriculum reform, more and more education workers realized the importance of training students’ ability and developing the students’ intelligence in teaching, its core is to cultivate the students’ divergent thinking ability.Junior high school students are now in a critical stage of development in the life most adolescence, this phase is full of imagination, high enthusiasm and plasticity. Timely guidance and inspiration, paying attention to developing mathematical divergent thinking ability, will lay a good foundation for their lifelong development. Classroom teaching is a process of thinking with mutual communication between teachers and students. Permeating the cultivation of divergent thinking ability in mathematics classroom teaching, it is helpful for students to master mathematics knowledge in personal exploration of the inner link, deep understanding of knowledge and the influence on the development of students’ intelligence. Therefore, in the mathematics classroom teaching to cultivate students’ divergent thinking ability not only has the effect to improve the quality of mathematics teaching in the near future, but also the long-term efficacy of improving the abilities of students.Based on the junior middle school mathematics teaching practice, I wished to strive and explore the foundations within the background of a "life classroom", how to be able to cultivate junior middle school students mathematical divergent thinking ability within a systematic, operable teaching model-"very 6+1" teaching mode, teaching strategy is given by an example and combining with teaching practice and typical case analysis, aims to cultivate the students’ mathematical ability of divergent thinking, and enhance innovation capability. At the same time this research is based on the teaching experiment. The results show that under the background of the construction of a "life classroom", used to cultivate divergent thinking ability as the core of classroom teaching mode is superior to the traditional teaching mode. Embodies in the following aspects:(1) improve the students’ mathematical divergent thinking ability; (2) to enhance the students’ interest in mathematics learning; (3) improve the students’ math academic achievement.