An Study Of The Effect Of The CPS Model Of High School Biology Application On Students'Divergent Thinking

Innovation is considered to be the core driving force of economic growth.In order to enhance national innovation competitiveness,It is mentioned in the outline of the "National Medium-and Long-Term Education Reform and Development Plan(2010-2020)" that education should target at all students,improve the quality of the people and cultivate innovative talents in 2020,which indicates innovative talents are highly demanded for the development of China and emphasizes the importance and urgency of cultivating innovative talents.Therefore,education shoulders the mission of cultivating innovative talents.As an indispensable subject in basic education,So does it.The Creative Problem Solving(CPS)model aimed at nurturing innovative talents has proven to be effective in fostering students creativity and promoting teaching in the United States.Therefore,applying the CPS model to high school biology teaching is a new attempt to cultivate students' innovative ability.Whether the application of CPS model in China's biology curriculum can effectively improve students' innovation ability,there is no relevant research at present.Cultivating divergent thinking is an important part of innovative thinking,because divergent thinking is the core component of creative thinking.Based on this,this paper develops the research on the influence of CPS model in high school biology on students' divergent thinking.This research mainly uses literature research method,questionnaire survey method,experimental research method and interview method.First of all,the author uses the literature research method to sort out the current situation of divergent thinking and CPS model,summarizes the divergent thinking and CPS model,and claims the relationship between CPS model and divergent thinking,after that,making questionnaire to investigate the students' current situation in learning,and puts forward the application of CPS teaching strategies in high school biology.And then,do the research in a demonstration middle school in Guiyang,students in two classes of the same level were selected.One of the class,the author applied the CPS model to teaching,and the other didn't.The pre-testing tool is the “Secondary Bio-Divergent Thinking Measurement Scale” compiled by Qi Xin.This scale is based on the content of the “Gilford Creativity Test” and combines the psychological cognitive characteristics with biological characteristics of middle school students.The post-experimental testing tool is Torrance Creative Thinking,which is the most widely used currently,ranging from kindergarten to graduate and is also considered as a reliable test on divergent thinking.After the experimental study,the pre-test and post-test data were collected and analyzed by Excel and SPSS.Comparing the scores of the two classes before and after the experiment,analyzing and collecting the interview of the teachers and students,The results showed that the divergent thinking level and grades were apparently higher than the class which didn't use the CPS model,indicating that the application of CPS model in biology teaching can improve the level of students' divergent thinking and grades.In the meanwhile,the results also show that the application CPS model can better motivate the potentials of students.