Thinking And Practice Of Cultivating The Quality Of Non-linear Thinking Of High School Students

Strengthening the cultivation of core disciplines is an important measure to deepen the reform of basic education curriculum.Physical discipline carries the mission of cultivating students' scientific and innovative thinking literacy.Nonlinear thinking as a breakthrough in scientific innovation has a very important role in the discovery of modern scientific inventions. The importance of developing nonlinear thinking quality is self-evident.Firstly,this paper defines the non-linear thinking by analyzing and summarizing its characteristics and establishes the three-dimensional concept of the non-linear thinking quality.On this basis, this paper designs an observation scale for studying nonlinear thinking quality.By means of questionnaire survey we study the current situation of senior high school students' physics thinking quality and nonlinear thinking quality.We also put forward the principles, ways and methods of cultivating high school students' thinking quality .According to research content, the paper has carried on the further practice exploration from the selection and design of physics classroom teaching contents and four teaching cases inside and outside class.Finally, the conclusions of this study are as follows.Firstly from the whole point of view, high school students' physical thinking quality especially the nonlinear thinking quality is not optimistic. Therefore, it is necessary and urgent to cultivate students' non-linear thinking quality in high school.Secondly, teachers should follow the comprehensive principle, relevance principle, difference principle and the permeable principle in the cultivation of students' non-linear thinking quality.Teachers can also refer to the three approaches and methods proposed in the paper.At last, this paper tries to select the teaching content which is suitable for the classroom in two physical textbooks from The People's Education Publishing Company and then puts forward some teaching ideas and gives the training intention.Based on own experience, the researcher sorted out the contents of four cases.From the data and feedback shows that practice has a good effect for front-line teachers to learn.