How to cultivate open thinking

Question 1: What are the good ways to cultivate children's open thinking? 1. Enrich children's knowledge and experience. The more knowledge a child has, the more active his thinking will be. Therefore, parents should guide their children to read all kinds of useful books to enrich their knowledge and common sense of life, so that children will naturally have extensive associations when they encounter problems, see problems more comprehensively and thoroughly, and think flexibly and quickly.

2. Encourage children to fly the wings of imagination. Imagination is a powerful driving force for thinking to leap forward, and it is also a golden key to open the door of thinking. Therefore, we should ask various questions in time, such as what we can think of when we see the word "one", what we can think of when we hear the sound of "tick", and inspire children to open their minds and develop their thinking through association and conjecture. At the same time, parents should encourage and guide their children's whimsy and bold imagination and give them a relaxed imagination and thinking space. In this way, children's thinking runs rapidly in imagination, all cells of thinking will be fully mobilized and their thinking ability will be continuously improved.

3. Cultivate children's habit of being good at asking questions and thinking independently. Thinking begins with problems, and problems are the introduction of thinking. Constantly thinking problem children's brain will actively move and think. In the process of discussion, explanation and inquiry, children's analytical ability, problem-solving ability and language expression ability are also improved and trained, which is of great benefit to enhancing children's thinking ability.

4. Stimulate children's thinking potential in the game. Games are one of the most effective ways to cultivate children's thinking ability. Learning in games and improving thinking ability in games can fully mobilize children's enthusiasm, so that children can constantly explore new knowledge and expand their wisdom in a relaxed and pleasant atmosphere. Moreover, through games, children's activities become more complicated, and the brain's thinking is also developing in constant thinking. You can play new stories, word solitaire and other games with your children; You can also discuss with your children after watching the same painting and listening to the same song, and guide your children to express their views and ideas after watching a movie. Children's various thinking abilities should be inspired and improved in the process of playing.

Question 2: Discuss how to cultivate open thinking. In the teaching process, in addition to paying attention to increasing variant exercises and comprehensive exercises, designing some open exercises appropriately can cultivate the profundity and flexibility of students' thinking and overcome the rigidity of students' thinking.

Question 3: What's the difference between open thinking and divergent thinking? Open thinking: thinking that breaks through the traditional mindset and narrow vision and looks at problems from multiple angles and in all directions; It fundamentally opposes metaphysical thinking that separates, isolates and closes things from each other and makes thinking conservative, passive and negative.

Divergent thinking: the brain presents a diffuse thinking mode when thinking, which is manifested in a broad and multi-dimensional divergent thinking field.

Question 4: How to guide students to establish open thinking? First of all, make clear what is open thinking. I don't think religious thinking mode and other belief thinking modes are open thinking modes. In addition, the logical thinking mode within the scope of knowledge is not open. Only by guiding students to abstract thinking and leap imagination in three-dimensional space can we explore the behavior of open thinking. Generally speaking, students can be guided to establish open thinking by tracing the straight line between one thing and other things along the opposite of things, or cultivating the way of thinking about other things along this track.

Question 5: How to skillfully set up open-ended questions How to skillfully set up open-ended questions in primary school mathematics?

Tao Xingzhi, a famous educator in China, said: Wise people ask smart questions, fools ask stupid questions. Good teaching problems can not only stimulate students' interest and activate their thinking, but also contribute to the development and deepening of classroom teaching and bring high efficiency to the classroom. This requires teachers to change their roles, give full play to their creativity, design open-ended questions, and provide students with opportunities to explore independently, so that students can learn to think with their brains, operate with their hands and observe with their eyes. Through this form, the cultivation of students' innovative spirit can be implemented.

The so-called open-ended questioning means that the answer to the question put forward by the teacher is not unique, or the ideas and methods to solve the problem are not unique. Since the answer is not unique, it is necessary to let students produce as many unique ideas as possible, as novel as possible, or even unprecedented. Such questions inspire divergent thinking and cultivate imagination and creativity. Unlike the traditional teaching method of asking questions, it only provides a possible answer and a solution, which blocks students' thinking and binds their innovative consciousness. Driven by this kind of open-ended questioning, students will inevitably carry out multi-angle and multi-directional thinking activities. Synthesize all kinds of information, get novel and unique responses while producing a variety of answers, thus cultivating the broadness and flexibility of thinking. Years of teaching practice have made me feel more deeply that designing open questions in classroom teaching can promote students to observe problems comprehensively and think deeply, and explore, discover and summarize problems with unique thinking methods, which is undoubtedly very beneficial to cultivate students' innovative thinking. So, how should we skillfully set up open-ended questions? Here's my opinion:

First, pay attention to moderation.

The difficulty of teachers' questions should be scientific and appropriate, in line with students' cognitive level, which can neither make students daunting nor make them slack in answering easily without thinking. Let students feel "get it in one jump", thus stimulating students' interest in learning. At the same time, we should also pay attention to mastering the right frequency of questions. For example, in the second grade of primary school, in the "average score" class, the hypothetical teacher asked: How would you give six apples to your family? Because the number of members in each family is different, this means that the divisor is uncertain and reflects an openness. But the teacher ignored the open uncertainty, that is, when sharing apples, each family member can get the same number of apples or different numbers of apples. This degree of openness can easily make students in grade two feel ambiguous. It is certainly good to give students an open exploration, which is an important way to "let students explore laws and find conclusions" emphasized in the new curriculum. But if it is too open, it will be difficult to control the time and return to the theme.

On the other hand, we can reduce the degree of "openness" of the problem and change "complete openness" into "semi-openness". Teachers can ask students first, how many people are there in the family? Then the teacher identified a student with the common denominator of six family members and asked the class: There are six apples now. Please help this classmate distribute it to his family. How would you distribute them? In this way, the problem becomes semi-open. Then the teacher can compare the scores with the scores of different scores, thus leading to the theme, and the learning of "average score" will come naturally.

Second, according to the key and difficult points of teaching, cleverly set up open questions.

Zankov, a Soviet educator, said: "Everything without real curiosity and interest is easily volatilized from memory." He places great emphasis on the comprehensibility of knowledge. Therefore, we should design open questions in the key and difficult points of teaching and pay attention to the process of students acquiring knowledge.

1. Ask questions in the process of guiding the formula.

The derivation of the formula of circular area in the eleventh textbook is the key and difficult point in the textbook. In teaching, we can't give the formula to students alive, but let them know why. For example, when instructing students to cut cardboard circles into 16 small sectors, let students learn the contents of textbooks by themselves, and at the same time spell them into approximate rectangles, and guide them to deduce the formula for calculating the area of circles. At this point, the teacher asked such a question: if you don't spell it into an approximate rectangle, can you spell it into other familiar figures to derive the formula for calculating the area of the circle? After the questions are put forward, students fully consider that some of them are spelled into approximate triangles, some are spelled into approximate parallelograms, and some are spelled into approximate trapezoid. And the formula of circular area is also derived. Because an "open" question is carefully designed here, and the operational requirements for students are clearly put forward, which causes students to think from all angles ... >>

Question 6: What's the difference between closed thinking and open thinking? How to realize open thinking? First of all, make clear what is open thinking. I don't think that religious thinking mode and other belief thinking modes are open thinking modes and thinking modes. In addition, the logical thinking mode within the scope of knowledge is not open. Only by guiding students to abstract thinking and leap imagination in three-dimensional space can we explore the behavior of open thinking. Generally speaking, students can be guided to establish open thinking by tracing the straight line between one thing and other things along the opposite of things, or cultivating the way of thinking about other things along this track.

Question 7: How to cultivate students' thinking ability by using open exercises should pay attention to the flexibility and diversity of forms, and make proper use of oral exercises when designing exercises.

Combining written exercises with practical exercises to develop intelligence,

The purpose of cultivating students' innovative consciousness and practical ability.

Question 8: What is open system 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. ......& gt& gt

Question 9: How to guide students to answer open-ended questions? If I were a teacher, I would ask my classmates to express all their understanding and thoughts on the topic and guide them to approach in the right direction. Of course, if students have a better solution to the problem, they should also accept it.

Question 10: How to cultivate children's creative thinking Einstein said that imagination is more important than knowledge, because knowledge is limited. Imagination sums up everything in the world and promotes progress. Children remove a new toy under the influence of exploring interest, or

What should parents do if they spoil their favorite items? It is very instructive to hear a friend say something: when a painter in Guangxi painted for the National Day exhibition, he left the studio to receive visiting guests, and the children were curious and expressive.

I drew a few strokes on my father's painting, which ruined an excellent work. The father did not punish the child, but saw the bud of the child's creation from his performance, so he did it for the child.

It provided conditions for learning and creation, and the children finally made amazing progress in art. His work "Hundred Monkeys" not only won unanimous praise from domestic experts, but also was called a world masterpiece by foreign artists. Visible, children's trauma.

How important it is to cultivate creativity.

Innovation must start with dolls, and the goal of early childhood education reform needs to be positioned as "the cradle of cultivating innovative spirit and innovative talents". With the development of the times, cultivating innovative talents has become an education.

A major problem. Creative thinking ability is one of the essential qualities of future talents, and it is also an important basis for testing children's intelligence level. Childhood is the most rapid period of brain development, and the development of children's language in this period is also ten.

Divide it quickly. So, how to cultivate children's creative thinking in language activities?

Stimulate children's creative thinking

First of all, teachers should have rich imagination, be able to imagine, keep a childlike innocence, guide children to think and imagine actively, and open the door to innovation. For example, I often ask at activities: What is this like? What happened to them?

Who else will help him? Why is he crying? Wait a minute. Secondly, we should create a relaxed and free language communication environment for children. Children like to associate with their peers, and it is often free to get together.

Chief Liang scrambled to speak. Teachers should communicate with children in a caring, accepting, respectful and equal manner, so that children can feel that there is no distance from you, so as to better stimulate their interest in speaking, such as "the teacher likes you very much".

"Can I play with you?" "I'll tell you a little secret" and so on make children feel close to you, so they can speak freely. Teachers can set some enlightening questions for children to discuss with their peers in twos and threes.

Speak and express your opinion. In this process, children's interest in language expression is stimulated.

In addition, in language activities, we should ask questions scientifically, inspire children's divergent thinking, and be good at asking open questions at different levels, because children can become the masters of activities and actively participate in them.

The key to developing thinking ability lies in the inspiration and guidance of teachers. Therefore, when designing every question, we should first put children in the main position and pay attention to asking them diverse, inspiring and imaginative questions.

Develop children's creative thinking. For example, in the "If I were the Monkey King" conversation, I asked the children two questions: What would you do if you were the Monkey King? How come? The children immediately entered the role and their thoughts became active.

Jump up. Some said, "If I were the Monkey King, I would become invisible and help the police uncle catch the bad guys." Someone said, "If I were the Monkey King, I would become a spaceship and take people to travel in the sky."

All right. "... look! How rich and creative children's imaginations are. For example, in the story "Little Hippo is Useful", the teacher asked the children: "Little Hippo has found his own use. What is your use, children? you can

How? "Inspire children to discuss and express their views. Through this series of thinking, children can gradually clear their minds and carry out creative thinking activities.

Inspire children to think from multiple angles.

Thinking mode means that people's thinking shows a certain tendency in the process of learning, which has a certain positive effect and can be familiar with similar problems, but the negative effect can not be ignored.

Vision often prevents people from solving problems in new ways, limits their thinking and makes it difficult to exert their creativity. Therefore, teachers should help children break through the thinking mode in teaching, stimulate children to think from multiple angles and let them think more.

Divergence and divergence transformation.

Enlighten children's thinking in literary activities.

The teaching of children's literature works is an important part of kindergarten language education, which shows beautiful language art and can provide children with comprehensive language learning opportunities. For example, teach crows and foxes.

At this time, the teacher asked, "How did the fox make the crow talk?" ......& gt& gt