【作者】 詹孝慈；

【导师】 宋锡全； 李亚军；

【作者基本信息】 贵州师范大学 ， 课程与教学论， 2005， 硕士

【摘要】 创造性思维是一种创造性的能动的反映。在知识经济日见端倪,大力推进素质教育的今天,培养大批具有创造性思维品质的知识创新型人才,对适应知识经济时代的需要异常重要。在实验教学中培养中学生创造性思维的研究是一个具有重要意义的探索性教育实验,是一项系统工程。以验证性实验等形式为主导的传统生物实验教学已不能适应培养中学生创造性思维的要求,因此,探索新的创造性教学形式成了必然趋势。作者在大量查阅文献的基础上,以实验方法论与教学论为指导,以培养学生创造性思维为目的,探讨在不脱离现行的课程标准和教材的前提下,尝试提出在中学生物实验教学中培养学生创造性思维的教学形式。试图通过对培养初一学生的创造性思维的实验研究,以期能为中学生物实验教学提供一些参考。本文首先阐述了思维、创造性思维以及生物创造性思维的内涵。在此基础上,对生物实验在培养学生创造性思维方面的可行性进行了分析,同时确定了生物实验教学创造性思维品质及表现形式。并在生物创造性思维的理论基础上,结合生物实验教学提出了培养学生创造性思维的原则以及创造性思维教学的实施形式。最后通过教学实践,按照提出的创造性思维教学形式对初一年级的两个平行班进行教学实验,然后对实施效果进行生物创造性思维评价,将测试成绩采用Z检验进行分析。研究结果表明,通过一个学期的实验教学的创造性思维训练,实验班学生在创造性思维的灵活性、独创性、精致性等方面与对照班差异显著,且实验班学生在平均得分上明显高于对照班学生。研究结论为:(1)中学生的生物创造性思维是可以训练和培养的。(2)经过我们提出的在实验教学采用创造性思维教学训练的学生,其生物创造性思维能力水平明显高于按传统教学方式学生的创造性思维能力水平。更多还原

【Abstract】 Creative thinking is one of the reflections characterized with creation and mobility. Today, not only knowledge economy has developed rapidly, but also quality-teaching has been boosted vigorously. So it is very important to cultivate the persons with knowledge innovation ability to adapt to the knowledge economic age. The research training middle school student’s creative thinking is an education experiment of exploration and a system engineering with important significance in experiment teaching. Traditional biological experiment teaching can no demand of train student creative thinking already. So, explore the new creative teaching form has become the inexorable trend. The author regards experiment methodology and teaching theory as guidelines and regard training students’ creative thinking as object on the basis of consults documents. Try to propose the teaching form of training creative thinking on the premise of not breaking away from the current course standard and teaching material with biological experiment teaching in middle school. Through to training the experiment research of creative thinking of Grade one of junior middle school, it can offer some reference for biological experiment teaching of the middle school. This text has explained thinking, creative thinking and intension of biological creative thinking at first. On this basis, have analyzed to the feasibility in training student’s creative thinking of the biological experiment. Confirmed the quality of creative thinking of biological experiment teaching and form of expression at the same time. After that, on the basis of theory of biological creative thinking, combine biological experiment teaching the form of creative thinking principle and implementing of creative thinking teaching. Through practice teaching finally, carry on the teaching experiment to two parallel classes of Grade one of junior middle school according to the creative thinking teaching form put forward. Carry on biological creative thinking evaluate to implementing effect, analyze the score with Z-test. The result of study indicates, through the training of the creative thinking of experiment teaching for one term, experiment class student to contrasting class students difference remarkable in flexibility, originality and elaboration of the creative thinking, and experiment class students are obviously higher than contrasting class students in scoring equally. The research conclusion as follows: (1) the biological creative thinking of the middle school student can be trained and trained. (2)Students that through creative thinking teaching training, their biological creative thinking ability level is obviously higher than the creative thinking ability level of students according to traditional teaching training in biological experiment teaching.更多还原