Research On Cultivating Students’ Divergent Thinking In Biology Teaching In Senior High School

Divergent thinking was put forward by J.P.Guilford and is considered to be closely related to creative thinking.after related concepts were introduced into China,many experts and scholars have conducted extensive research on it.Especially since Premier Li Keqiang put forward " Made in China 2025" in 2016 and changed " Made in China" to " Made in China with Wisdom",the research on divergent thinking has become more and more hot.Some frontline teachers have also joined in the research and tried to cultivate students’ divergent thinking in actual teaching.However,as far as the current research situation is concerned,the research on theory accounts for the majority,while the research on actual classroom operation is less,and most of the research is concentrated on mathematics and physics,with little concrete research on biology.Therefore,the purpose of this study is to supplement the teaching research on divergent thinking in biology,sort out the typical contents applicable to divergent thinking teaching in compulsory three,explore the possible problems in actual teaching and make relevant analysis.This research uses the method of literature research to sort out the relevant theoretical knowledge about divergent thinking at home and abroad,to sort out its connotation,characteristics and relevant teaching methods,etc.,to select the teaching methods and processes suitable for China’s national conditions and learning situation,and to make appropriate adjustments according to the teaching characteristics of biology.Under the guidance of the " student-oriented" teaching concept of the new era,the teaching framework is constructed and its feasibility is analyzed to make theoretical preparations for further research in the actual classroom.After all the theories have been prepared,Chengdu Shuangliu Middle School is used as the practice school,and classes(1)and(2)of Senior 2 are used as the practice classes to carry out practical teaching.In the specific practical teaching,the typical contents suitable for divergent thinking teaching in senior high school biology compulsory three are sorted out,and teaching activities are carried out by using methods such as brainstorming and multiple solutions to one problem.Finally,this teaching was checked and accepted by questionnaire survey to evaluate the changes of divergent thinking ability of the students in the two classes.Through collecting a large number of documents and observing the predecessors’ research examples,drawing on the theoretical basis and research highlights,and combining with its own actual situation and actual teaching situation,this study found through a series of research work and summary: Divergent thinking can indeed be cultivated and promoted through relevant means,but whether it is helpful to the improvement of performance still needs further research and verification;Teachers cannot mechanically use divergent thinking teaching methods in specific teaching.They should adjust according to the actual content and timely control the students’ dynamics so as to avoid students’ thinking deviation and delay teaching.