Examples of historical divergent thinking

1. Can you give an example to illustrate how to learn history with divergent thinking? First of all, linear thinking is easier to understand. In other words, when we talk about something, we should think about what happened before and after it and the relationship between them, such as causality and inheritance. For example, when we talk about religious reform, the Renaissance is mentioned before, the Enlightenment is mentioned later, and even ancient Greek philosophy is essential, so that we can practice it. I won't say much about this.

Let me talk about the history of divergent thinking first. This is my understanding. Look at historical issues and viewpoints comprehensively. How to be comprehensive? First of all, don't look at one aspect, but look at it from many angles, that is, there is always something reasonable and unreasonable, and we must think of it and point it out. Of course, when doing the purpose of high school history analysis, sometimes you only need to say one aspect, but you must justify yourself and give arguments to prove your point of view, depending on the situation. Secondly, the problem should not be confined to one angle. Economic, political, ideological, military, cultural, environmental, geographical and other factors. Should be taken into account. No matter how you do the problem, the problem of influence or the problem of content, you can't escape from these aspects. Then, according to the relevant historical environment and event characteristics, discuss it by yourself, without having to follow the script. For example, when Napoleon was crowned king, why did feudal emperors say it was beneficial to the development of capitalism? Economy, what measures he promulgated to promote the development of capitalist economy, politics, what aspects of his decrees are suitable for the development and ideas of the bourgeoisie, what ideas he spread, the military forces he attacked and so on. Finally, I think it should be comparative thinking. When studying history, we should consciously compare two or more related things and people, and analyze the similarities and differences of * * * *, as well as the different influences.

Finally, I want to say that I am only good at high school history because I am from a senior Chinese class. After entering the university, I chose finance as my major. I didn't major in it. I just look at history as an interest, so I forgot a lot of things, and I just said it casually, for reference only in studying high school history. Real history is not displayed in textbooks, but also needs to be truly tasted by yourself.

2. Examples of divergent thinking As we all know, creative thinking is the core of creativity, and the cultivation of creativity in middle schools is largely to develop students' creative thinking.

A complete creative thinking training should include both divergent thinking and convergent thinking, but as Kuhn, a historian of science, pointed out: "The strict training of convergent thinking is inherent in itself almost from the origin of science." ① In traditional teaching, strict and systematic teaching of physical knowledge is bound to permeate the cultivation of convergent thinking ability based on logical analysis and reasoning. The present situation of teaching is not that we don't pay enough attention to convergent thinking. However, due to the lack of divergent thinking training, students often lack multi-angle and open thinking display related to physical knowledge, and lack the ability to make meaningful judgments on practical problems on a broad thinking level. Therefore, the cultivation of creativity should start with divergent thinking training. How to improve students' divergent thinking? Ask a few enlightening questions, solve problems from the side and reverse thinking, and arrange some exploration activities. Is this divergent teaching? Is there a more systematic and convenient divergent training form for teaching operation? Can we give students an objective and concrete standard for divergent thinking ability? Here, what deserves special praise is the divergent training mode based on guildford's theory of intellectual structure.

Guildford, an American psychologist, believes that any kind of intelligence is always manifested in some form of psychological operation or processing of some form of content, and produces some form of product or result. All these forms of intelligence constitute a complex containing 120 ability factors, and the structure of intelligence factors is shown in figure 1. According to the above-mentioned intelligent structure, to develop students' intelligence, we must combine thinking operation, content and results in teaching and design training programs.

Specific to divergent thinking training, it is to combine divergent processing operations in graphics with four contents and six results to produce 24 different single training forms, such as divergent processing of graphic units and divergent processing of semantic categories. , so that every intelligence-related thinking is fully trained, and there are corresponding and operable detection indicators. It is generally believed that creative thinking exists in problem-solving practice.

So where does creative thinking come from in the concrete solving process? Guildford pointed out: "The answer is that where there is divergent processing and transformation, it means that creative thinking has taken place." In addition, different people's creative types are different, if traced back to the source, it is also very likely to be related to his strong divergent ability.

For example, some people have good graphic divergence, and the corresponding spatial imagination and image reconstruction ability are strong: some people have prominent symbolic divergence, and it is often easier to make creative achievements in the fields of mathematics and physics. Therefore, to cultivate creative thinking ability, the first thing to consider is to carry out targeted sub-item divergent thinking training according to guildford's intellectual operation procedure.

Practice shows that divergent thinking quality has different levels. If measured by the final product result of thinking processing, the divergent processing form with unit, category and relationship can better reflect the fluency of thinking and belongs to primary divergence; System and transformation form have good thinking flexibility and belong to intermediate divergence; However, if one thing can lead to another new thing, especially after the meaningful choice and judgment are obtained on the basis of the convergence of thinking, the divergent application and processing forms will be further expanded, which will often produce unique and novel thinking results, which should belong to advanced divergence.

When implementing this model, teachers should master the types and intensity of special training in combination with students' age and intelligence level, so as to achieve gradual and steady development. There have been many successful cases in psychology books for systematic divergent thinking training. The question now is: How to cultivate students' divergent thinking ability from the basis and content of subject knowledge under the guidance of guildford Theory, so as to integrate it into specific teaching.

Taking graphic divergence as an example, this paper focuses on how to cultivate individual basic divergent thinking mode in physics teaching. Divergent training of (1) graphic unit.

The focus of this training is: in the imaginary possible picture, take a certain figure or physical unit as the basic unit element, or draw different figures according to the basic line elements. Physical example: there is an object in a container containing a certain liquid. If the wood block V floats on the water at first, revealing 1/5 V, find F floating.

How many meaningful buoyancy problems can be given by changing the types of objects and liquids or indicating the initial floating and sinking state with arrows. Some possible examples are shown in Figure 2.

(2) Training of divergent ability of graphic category. Key points of training: The self-selection standard divides graphics or objects into different types of physical objects. For example, as shown in Figure 3, the self-selection standard divides the following motion states into several categories as much as possible: (3) Training of divergence ability of graphics relations.

Key points of training: Give a group of materials, and find out or associate as many graphs or objects as possible. Physical example: Figure 4a shows a physical bicycle.

Please point out the relationship between B, C, D, E and F in the picture and the bicycle from the point of view of sports state. Possible relationships: (a)(b)(c) The object has not fallen, and the vertical line of the center of gravity should fall on the supporting surface; (d) The pedal wheel acts like an axle; The locus of a point on that wheel is the same as that of (e); Riding a bicycle can stand upright, and the car has inertia force when braking in (f) (or if they are all regarded as particles, they all move in a straight line).

(4) Training of divergence ability of graphics system. Training points: break down several unit figures or objects into unit figures, and then combine them into as many meaningful patterns as possible.

Physics example: First, break down the example shown in Figure 5(a) into meaningful units, and then design your own physics exercises containing these components (other graphic factors, such as line segments and squares, can be added to the picture). Examples of possible combinations are shown in (c) to (h) in fig. 5.

(5) Training of graphics conversion and divergence ability. Training points: transform graphics or objects into other different forms of products.

Physical examples: ① black box conversion problem. As shown in figure 6 a, there is a power supply and several resistors with the same resistance in the black box, and there are four connectors outside the box.

It is known that U 12 = 5v, U34 = 3v, U 13 = 2v and U42 = 0v. If the number of resistors does not exceed 5, draw as many circuits as possible. Please refer to (b)~(g) ② physical model transformation in Figure 6 for possible circuit connections.

In essence, analyze and solve.

3. Specific examples of divergent thinking Divergent thinking is also called divergent thinking and divergent thinking. According to the existing information, thinking from different angles and directions and seeking diversified answers from various aspects is an expanding way of thinking, which corresponds to convergent thinking. For example, one word is multi-group, one thing is multi-written, one question is multi-solution, or thinking activities when exploring reform plans in various ways are envisaged. Divergent thinking is an important creative thinking with the characteristics of fluency, versatility, flexibility, novelty and delicacy.

Divergent thinking is unconventional, seeking variation, analyzing and solving problems from different angles and directions with different methods or ways. The training of multiple solutions to one problem is a good way to cultivate students' divergent thinking. Knowledge can be connected in series and exchanged comprehensively through vertical and horizontal divergence, and the effect of giving inferences by analogy can be obtained. For example, many parents strictly prohibit their children from surfing the Internet and ask them to concentrate on their studies. Is this right? By divergent thinking, it is undoubtedly helpful to help children establish correct views and attitudes by debating children's online use from many aspects and angles and finding out the advantages and disadvantages. For another example, in this year's college entrance examination composition, it is not enough for Beijing to directly express its love for the spring rain. In order to make the article more in-depth, we can think of the rural policies and Taiwan policies of the party and the state, and write about the care and love of relatives, teachers and friends, and compare these to Delighting in Rain on a Spring Night. This article will have depth and breadth.

4. How to write the question of historical understanding? Mainly looking for format comprehension questions. Although the answer is not fixed, there are still some methods to follow when answering. It is suggested that when answering such questions, we should grasp the following two aspects. (1) Clear the answer information. First of all, it is necessary to clarify the important knowledge points to be answered in the question, that is, which historical events or people the question requires to understand, and clearly understand the object and content; Secondly, we should combine our own views on the process of historical events or the deeds of people to explain our true feelings. When we feel, we must follow the principle of seeking truth from facts, so that we can talk from history and avoid rambling or even irrelevant colloquial sentences that are divorced from the teaching materials. (2) Strive for the perfect answer. After finding the knowledge points and determining the answer ideas, we must organize the answers accurately and completely. This includes two general requirements. For example, the writing is neat, the language is standardized, and the main points are fresh and logical. And the answers should be consistent with the scores, that is, fewer answers with fewer scores and more detailed answers with more scores. 1. History is complicated. Historical figures and events often have multiple influences and functions in history. Later generations have different opinions and positions, and different people have different views. Introducing controversial historical figures and events into practice can stimulate students' strong interest in inquiry learning, and let them know that evaluating a historical figure and event is not only the patent of experts and scholars, but also students can evaluate historical figures and events according to their own knowledge and correct view of history and world, so as to innovate and make progress in inquiry. Let them learn how to use scientific dialectical materialism and historical materialism to re-examine history and historical figures from a more macro and open perspective, and analyze every historical event and historical figure fairly and objectively with an unprecedented calm and peaceful attitude, instead of simply dividing and dividing how to treat the excavation of the Grand Canal in Sui Dynasty by "loyal ministers" or "traitors", "national heroes" or "traitors", "good things" or "bad things" Example1:In 2000, China Poly Group Company bought three animal heads at any cost, with a total price of HK$ 30 million, which was warmly welcomed by Chinese people. Some people think that it is not worthwhile to spend huge sums of money to recover the national treasure. Do you agree with him? What does the loss and return of national treasures mean? Debate on the restoration of Yuanmingyuan: Some people think that Yuanmingyuan should be restored. The reason is that Yuanmingyuan is the peak and essence of ancient architecture in China, and it must be fully restored to let future generations know the brilliant achievements of ancient architecture in China. Some people object that the site of Yuanmingyuan burned by the invaders is a national humiliation engraved on the backbone of the Chinese nation and a wake-up call to everyone in China. Do you think it is necessary to restore Yuanmingyuan? Talk about your ideas according to the historical knowledge you have learned. The design of this kind of exercises is conducive to promoting and developing students' individualized thinking, publicizing students' individuality, and encouraging students to think, discover and even be unconventional. Undoubtedly, it can cultivate students' good habit of thinking independently and being good at exploring, enhance students' ability to find and solve problems, and let students learn to learn, create and think. So as to achieve the goal of comprehensively improving students' comprehensive quality. 2. Immersion type: it can also be called role experience type. It refers to the problem set that puts students in the environment of historical development, observes and studies history from the standpoint of historical figures, so as to grasp the thoughts, feelings, beliefs, motives and intentions of historical figures and understand the development and changes of their thoughts. That is, "the subject enters the object to imagine the object" learning activities. Putting students in the historical environment at that time can examine students' resilience to historical events, let them walk into history, feel history and know history, thus setting up a novel problem situation and giving people a refreshing feeling. Example 1: We designed three imaginary pictures of Beijingers making tools, fishing and hunting, and using natural fire. Expand your reasonable imagination, vividly describe "Beijing people's day" and understand the enterprising spirit of our ancestors in the struggle against nature. Example 2: 65438+February 4th, 2003 is the anniversary of the death of Yuanmingyuan. If we are just visiting, as a witness of foreign powers burning down Yuanmingyuan, how do you use concise and eye-catching words? This kind of open-ended question is more conducive to testing students' divergent thinking and imagination, comprehensive evaluation ability, innovative consciousness quality and emotional experience quality. This kind of open-ended question is based on the premise that students are "on the spot" and requires a comprehensive and accurate grasp of what they have learned, especially the macro background at that time. 3. Penetration of disciplines: History is the history of human beings, including all human activities. In a broad sense, history is the sum of all natural science and social science knowledge related to human activities. From astronomy to geography, politics, economy, science and technology, culture and even social life are ubiquitous and all-encompassing, and the tentacles of history are bound to be comprehensive to a great extent. Therefore, the design of historical exercises should also highlight its comprehensive trend and strengthen the organic connection with nature and society. This will help students develop in an all-round way and deepen their understanding of history learning. The history we teach students should be a "big history" category, not just a narrow "small history". More history should be linked with other humanities to make it full and vivid. Example: (1) Talk about the importance of Suez Canal in strategy, economy and transportation with the map and historical knowledge we have (2 This topic involves some geographical and political knowledge. Only by clearly knowing the geographical location of the Suez Canal can we more clearly analyze and understand its strategic, economic and transportation importance and the reasons why some big countries have been taking it for themselves. This kind of open-ended question enlarges the spatial scope and time length of knowledge, highlights the relationship between knowledge in various disciplines, and enables students to have more comprehensive, discriminating and understanding ability to answer correctly.

5. How to cultivate the traditional education of divergent thinking, especially the teaching methods, overemphasizes the certainty of knowledge, the uniqueness and standardization of the answers to questions, and overemphasizes the stylized problem-solving ideas and logical steps, which leads to the advantages of divergent thinking in creative thinking, but is not conducive to creative play.

In creative thinking activities, convergent thinking and divergent thinking are complementary and indispensable aspects. 1, main body divergence method.

The subject divergence method refers to the thinking method that the content of thinking points to changes due to the different roles of the subject in the process of thinking. The typical feature of subject divergence method is role perspective, that is, different subjects say different things because of different roles.

Using the subject divergence method, we must first make clear the "role", such as the character, the position of the character, the era and environment of the character. Secondly, according to the situation set by the question, standing in the "perspective position" of different subject roles means answering different contents.

This requires students to learn to put themselves in their own shoes in class and review training, to change their thinking smoothly and to prevent themselves from being arrogant. The evaluation of Shang Yang is the embodiment of the main divergence method in the teaching material after the reform of Shang Yang, which is a review topic of major historical changes. The evaluation of the Grand Canal in the 2006 Jiangsu College Entrance Examination and the Great Wall in 2007 undoubtedly made the subject divergence method a means to test students' thinking ability.

2. Layered divergence method. Hierarchical divergence method refers to different levels of thinking methods such as the meaning, content, nature, purpose, reason, status, function, significance and conditions of historical events (historical concepts) in the process of solving problems.

When paying attention to a historical phenomenon, the layered divergence method is often used. The advantage of this method is to think carefully and comprehensively, and to prevent missing the key points. The disadvantage is that it is too cumbersome. Therefore, when using this method, we should flexibly determine the key points according to the specific conditions and requirements of the topic, not necessarily covering everything, but always being more accurate.

The unusual Meiji Restoration can be a syllogism: background, content and influence. In the background, it can be seen from politics, economy, foreign relations and international situation; The content includes political, economic, military and cultural education; The influence has nature, status, function, significance and enlightenment.

The key to thinking about a problem lies in the specific situation or requirements when solving the problem. 3. Reverse divergence.

Reverse divergence refers to the way of thinking that the direction of thinking is different or opposite to the direction of meaning of the topic in the process of thinking and solving problems. Reverse divergence method can be divided into whole divergence and local divergence according to the content relationship.

Some experiences and methods summed up at ordinary times will form a certain degree of mindset when applied, which will have a positive effect on learners' problem solving, but it will also easily lead to misjudgment when the situation or regulations change. Being good at using reverse divergence method can not only effectively avoid thinking mistakes, but also treat and evaluate problems comprehensively and profoundly when solving problems.

When students think about problems, they should not only think backwards as a whole, but also think locally, which is conducive to cultivating students' divergent thinking ability. Many historical events happen for a reason and are the result of the joint efforts of history.

Therefore, historical events are often the starting point of reverse thinking. For example, when I explain the closet, let the students sort out the textbooks and read books according to the questions I set.

Why did Ming Chengzu set up a cabinet? Why did Ming Taizu abolish the Prime Minister? When did the contradiction between monarchical power and relative power arise? What has changed? What is the changing trend? The examination of reverse thinking has appeared in many college entrance examination papers in recent years, so we should choose more relevant college entrance examinations to train students.

6. Specific examples of divergent thinking Divergent thinking generally refers to divergent thinking. Specific examples are: 1 Plane thinking: a divergent thinking form characterized by conceiving two-dimensional plane graphics, such as drawing the center and circumference with a pen, a piece of paper and a stroke.

This discontinuous figure is difficult to draw with one stroke. 2. Reverse: Reverse the usual way of thinking.

The method of thinking in the opposite direction is also called reverse thinking. Because many things in the objective world can produce B, and B can also produce A..

Accordingly, the Italian scientist Volta 1800 invented the Volta battery. Conversely, electrical energy can also produce chemical energy. Through electrolysis, British chemist David 1807 discovered seven elements, such as potassium, sodium, calcium, magnesium, strontium, barium and boron.

3. Lateral thinking: a way of thinking that is inspired by things that are far away from the problem and thus solves the problem. /kloc-at the end of 0/9, maunier, a French gardener, thought of an example of cement reinforcement from the intricacies of plants.

When a person tries to think about a problem, a dominant focus will be formed in his brain. Once inspired by other things, it is easy to reflect on this dominant focus and solve problems. 4. Lateral thinking: a form of thinking relative to vertical thinking.

Longitudinal thinking is a kind of convergent thinking that goes straight up and down through logical reasoning. Lateral thinking is to find the answer to the question from the horizontal when the vertical thinking is frustrated.

Just as time is one-dimensional and space is multi-dimensional, horizontal thinking and vertical thinking represent the complementarity of one-dimensional and multi-dimensional. British scholar Debono first put forward the concept of lateral thinking.

The purpose of his creation of the concept of lateral thinking is to put forward complementary and opposing thinking methods in view of the defects of longitudinal thinking. 5. Multi-channel thinking: When solving problems, it is not a black road, but a multi-angle and multi-faceted thinking. This is the most general form of divergent thinking (reverse, lateral and lateral thinking is a special form).

Extended data:

To cultivate divergent thinking, we should skillfully use association to stimulate imagination: 1, similar association. That is, one thing thinks of another thing that is similar to it in a certain feature, including similarity and similarity.

Shape, that is, from this thing, we think of things with similar shapes, colors and sounds. For example, teenagers think of seedlings and chickens, and murderers think of tigers, wolves and demons. The moon thinks of the mirror, the red thinks of the fire, and the sweet bird thinks of the wonderful song.

Spiritual similarity refers to the association between things through the similarity of mood, way and temperament. Symbol, metaphor and metaphor are all spiritual similarities. 2. Relevant associations.

That is, from one thing to something related to it. Although some things are different in form, their essence is the same, so they can be associated with one thing and another.

For example, it is associated with the past years through a yellow photo, Chang 'e through the bright moon, dedication through the collection of pollen and honey by bees, tenacity through the gnawing of bones by ants, and dedication through the crushing of lime powder. 3. Contrast and association.

That is, from the perception of one thing to the perception of another. For example, it is associated with streams crossing the sea and grass crossing trees.

It includes three kinds: metaphysical opposition, spiritual opposition and intentional opposition. The inverse method of form is opposite to the method of form, such as associating darkness through the moon, ugliness through beauty, smallness through Gao Lian and so on.

God is opposed to this method, which is contrary to the spirit-like method, such as thinking about hope and light through darkness and darkness. On the contrary, although some things are similar in form, they have opposite meanings, so they can be linked with one thing and another by reacting to progress, from negative to positive.

4. Causality. That is, from cause to result, or from result to cause.