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1、1On the teaching of biology in the Analysis of innovative thinkingPaper Keywords innovative reverse thinking divergent thinking Abstract creative thinking for students, not beyond the human, but beyond the self, their innovations more reflected in the biological course of study in specific daily lif
2、e, innovation is the main component of divergent thinking, innovative thinking is the reverse important form of thinking. In terms of biological teaching, students innovative spirit and practical ability is the core of quality education requirements, competition in the future of the international co
3、mmunity is actually the competition of human creativity in teaching students how to cultivate creative thinking, is biology teaching in China is one of the most important issue. Creativity is a generation of new ideas, new discoveries and create new things, including the establishment of new theorie
4、s, new technologies improved, the invention of new devices, new methods and proposed new 2works, etc., such as the discovery of blood circulation, ABO blood group system discovery, invention of smallpox inoculation, and the discovery of the genetic law of Dolly the cloned sheep saliva health, etc.,
5、all belong to a scientific creation. Creativity is the core of creative thinking. Innovative thinking is based on the study offer a variety of information, break the routine, for variation, and explore a variety of new programs to solve problems or new ways of thinking. Innovative thinking from a di
6、fferent angle with different meaning, for students, they are more important thing is not beyond the human, but beyond the self, because of their biological innovations embodied in the more specific course of study and daily life, so, for the teaching of biology, the broad innovation View more realis
7、tic thinking. Innovation is the main component of divergent thinking. Divergent thinking is a non-directional, non-restraint, to explore the unknown by the known way of thinking, combined with multi-directional, multi-level 3perspective and flexibility, find the opposite sex, diffusion, etc. It usua
8、lly things function, methods, combination, cause and effect, shape, materials, structures, relationships and other aspects of the eight spread points for divergent thinking. divergent thinking, also known as radiant thinking, divergent thinking. In high school biology teaching, teaching tap, trainin
9、g, divergent thinking ability of students: First, look for contact Biology of red blood cells, photosynthesis, bacteria, genes, Darwin, mitochondria, the food chain, proteins between these terms and names seems to be no obvious link, but we can ask students to link up between them. Linked in differe
10、nt ways such as the use of concept map, write a text or design a situation picture. If all is to find links seemingly unrelated objects linked by some meaningful link together. Second, from point to plane From point to surface is to a biological or scientific facts and concepts central to the surrou
11、nding open to expansion, the result of expansion of knowledge by the point into a face. 4Such as the photosynthetic center (point), can be respiration, assimilation, dissimilation, metabolism, chloroplast, mitochondria, chlorophyll, leaf, porosity, organic matter, carbon dioxide, water, ATP, autotro
12、phs, heterotrophs concepts linked to. Again, how to use a fish as much as possible to complete the experiment? to achieve the best test results, should be how to arrange the order of these pilot projects? such problems can lead students to creatively linked multiple experiments. Practice has proved
13、that frequently cited the proliferation of such training, the students can be active thinking and broaden their horizons. Links to free download http:/Third, a given problem A given problem is to find a variety of problem-solving solutions to a problem, such as how to prove that a plant cell or aliv
14、e, this is the physiological function of the cell problem for the divergence point, we can find such as the use of plasmolysis and recovery , cell respiration, fine selection of the meninges through sexual activity and other methods to detect the cell. Fourth, the same deformation solutions 5Deforma
15、tion is the same with the contents of the solution to design problems in various forms, obtained by transforming the way the answer, can develop the flexibility of thinking, so as to achieve the purpose of training in divergent thinking, such as we can use existing or similar knowledge and skills te
16、st , to transform, to design new experimental program. onion cell concentration determination and onion plasmolysis and recovery principles and methods of the experiment is very similar, belong to a same deformation solutions, learning complete in the detection of biological tissue organic matter (reducing sugar, fat and protein) after the experiment, the experiment allows students to use principles and techniques, develop more experimen
