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提高学生的创造力是当代教育改革的热点,而创造力的核心是创造性思维。在生物学教学中,实验教学是培养学生创造性思维的重要途径。而创造性思维的培养,应体现为对其特征品质进行良好的培养。 创造性思维的特征品质,主要包括自我独立性、主动探索性、多向变通性、联想求异性、综合概括性。然而,包含什么内容及进行什么形式的实验,才能有效地培养创造性思维的特征品质呢?这是通过生物实验对创造性思维培养的关键问题。综观生物教材中的实验,主要有四种形式:演示、观察、验证、探索,而以观察、验证性实验为主。从实验内容与教学要求看,偏重于操作技能的训练。因此,教师必须依据教材,适当地调整实验内容和改变实验的形式,充分发挥生物实验对培养学生创造性思维的教学功能。
Improving students’ creativity is the focus of contemporary education reform, and the core of creativity is creative thinking. In biology teaching, experimental teaching is an important way to cultivate students’ creative thinking. The cultivation of creative thinking should be reflected in the good development of its characteristic quality. The characteristic quality of creative thinking mainly includes self-independence, active exploratoryness, multi-variability, association and heterogeneity, and comprehensive generalization. However, what kind of content and what kind of experiments are included can effectively cultivate the characteristic quality of creative thinking? This is a key issue in the cultivation of creative thinking through biological experiments. Looking at the experiments in biology textbooks, there are mainly four forms: demonstration, observation, verification, exploration, and observation and verification experiments. From the experimental content and teaching requirements, emphasis is placed on the training of operational skills. Therefore, teachers must adjust the experiment content and change the experiment form according to the teaching materials, and give full play to the teaching function of the biological experiment to train students’ creative thinking.