在英语教学中如何培养高中生的创造性思维

grammarsofforeignlanguagesthoroughly,butcannotusethemproperlyandexpressmeaningswithcorrectWords.Meanwhile,themethodcan’ttrainstudents’abilitiesinusinglanguage,makestudentsgetaccustomedtobeingpassivelearners,makestudentscan’tspeakbutcanreadEnglishandcan’ttrainstudents’complexquality.Thethesistalksabouttheresearchofdevelopingstudents’creativethinkingathomeandabroad,summinguptheapproachesoffosteringcreativethinkingwhicharestudiedbyotherpeople,discussingthereasonthatwewanttofosterseniorhighschoolstudents’creativethinkingandatlast,Igivemyapproachesoffosteringcreativethinking.2.LiteratureReview2.1Theresearchofdevelopingstudents’creativethinkingathomeandabroadSince1950,peoplehavestartedtopaymuchattentiononcreativity.Peopleexploreitsessenceonamulti-angleandafullrange,butmosttheoriesonlyrevealthedifferentaspectsofcreativity,butcannotmakeasatisfactoryexplanationaboutit,anditisstilldifficulttointegraterelevanttheories.In50years,theresearchsofcreativityatabroad,whichdevelopalongwithcreativepersonalitycharacteristics,creativecognitiveprocesses,thecreativestimulationandcreativesocialpsychology,theydevelopedandimplementedalotofplansofcreativestimulationinordertoimproveindividualandteam’creativity,suchaspsychologicaltherapy,brainstorming,role-playinggames,organizationalplansest.Withthematurityofanumberoftechnologyandtheimprovementoforganizationalmodel,thedevelopmentofforeigncreativityachievedremarkableresults,anumberofcreativetrainingmodelhavegraduallybeenrecognizedandpromoted.Creativitywasstartedtoresearchin1980inChina.From1980tothepresent,theresearchofcreativeeducationhavemadegratifyingprogressinChina,variousexperimentshaddifferentfeaturesandachievedremarkableresults.Forexample,ateachingmodelof“creativeactivitiescourse”,thatis,thinkingofopeningaspecializedtrainingsessions,whichfocusondevelopingcreativethinkingandcapacity;asinthecorejournals,“Theresearchofstudents’creativethinkingfromEnglishTeachinginHighSchool”hasbeenpublished,theauthorofthispaperusedteachingstrategiesmethodsandprinciplesoftheresearchofcreativethinkingindomesticandforeignhighschoolandusedaquestionnairesurveymethod,comparativelaw,experiment,interview.Throughthisexperimentalresearch,theauthorhadsomeconclusions:summarizingthebasicprinciplesandmethodsoftrainingstudentscreativethinkingonEnglishteaching;introspectinginaccordancewiththecreativethinkingtraininginWesterncountries,creatingtheinspirationtousandputtingforwardurgentproblemswhichshouldbesolvedquicklyandcopingstrategieswhenEnglishteacherstrainstudents’creativethinking;“TheresearchoftrainingcreativethinkingwhenstudentsareLearninginHighSchoolStudentsCreativeThinkingculturestudy.”Theauthorusedaquestionnairemethodtoconcludethosemainfactors,whichaffectstudents’creativethinking,arethelearners’cognitivefactors,personalityfactors;teachers’teachingmethods,teachers’qualityandthesupportofcurriculumetc.However,theresearchofstudents’creativethinkingtrainingisstillinitsinfancyinChina.WefindthatinhighschoolEnglishteachingtodevelopstudents’creativethinking,therehasbeenlittleresearchontraininghighschoolstudents’creativethinkingwhenteachersteachEnglishandtheresearchresultsgenerallydonotbespreadandpromotedbyinspectingandretrievingallkindsofrelevantinformation2.2AnoverviewofapproachestofostercreativethinkingManypeoplehavesomemethodstofosterhighschoolstudents’creativethinkinginEnglishteaching.Theirmethodsasfollows:2.2.1Tocreatearelaxed,joyfulanddemocraticlearningatmosphereEmotionandcharacterareessentialtostartcognitiveskills.Arelaxedandjoyfullearningatmospherehasapositiveimpactonthelearner’sspiritandlearningmotivation.Agoodlearningatmospheredependsontherolechangebetweentheteachersandstudents,studentsandstudents.2.2.2Stimulatestudents’curiosityandlearningmotivationItisanimportantconditiontohelpstudentstoformanddevelopcreativethinkingability.Students’desiretoknowledgeandtheemergenceofcuriositydependonteachingmodel.Heuristicstudyisaprocesswhichcanmakestudentsexploreandcreativesomethingactively.Heuristicstudycreatesavarietyofproblemsscenarios;stimulatesstudents’curiosityandlearningmotivationandmobilizesactivity,self-awarenessandinitiativeofstudentsthinking.Studentscannotonlygaintheexistingknowledgeandskills,butalsofurtherexploretheunknownscenariosandfindnewknowledgewhichcannotbemastered.Thus,teachersshouldtryhardtoexcavateteachingcontent,organizeteachingformandchoiceteachingmethods.2.2.3ToexpandimaginationImaginationcanexpandpeople’sthinking.Einsteinsaidthatimaginationismoreimportantthanknowledge,becauseknowledgeislimited,butimaginationcansumuptheallthingsoftheworldanditisasourceofknowledge.ThedevelopmentofCreativethinkingabilitydependsonthedevelopmentofimagination.Imagineshouldbeestablishedonthebasisofunderstandingtheinexorablelawofthings.Teacherscannotonlypayattentiontoteachingtheconclusions,butalsoletstudentsjointheteachingprocessactivelyandguidestudentstoengageinassociativeactivitiessothattheygetbroadimaginaryspace.2.2.4TocreateacreativelearningatmosphereCreativelearningnotonlyrequiresstudentstomastertheknowledge,skillsandnormsofbehavior,butalsodeepenthemonthisbasisandcarryoutre-creation.Anexpertinhisbookpointedoutthatthefivekeyfeaturesofcreativelearningatmospherearethatstudentshaveasenseofsecurityintheirpsychologywhentheyaretakingariskandmakingmistakesduringtheyarestudying.Studentsunderstandthechallengeoftheirworkdeeply.Studentsthinklearningistheirpurpose;theydon’tthinklearningisamethodthathelpsthemachievesuccess.Theythinktheyarecriticalthinkinganddecision-makinglearners.Theythinktheyareapersonwhohasfreedomwill,ratherthantheyareapersonwhoiscontrolled.Thus,teachersshouldpayattentiononsomethingwhentheyarecreatingacreativelearningatmosphere.(i)Teachersshouldfosterstudents’interestofexploringnewthingsInterestisgoodforgivingfullplaytostudents’intelligenceandpromotingtheconcentratedleveloftheirsensitivityandattention.Teachersshouldhelpstudentsunderstandthemselvescorrectlyandestablishstudents’successfulconfidence.Atthesametime,teachersshouldencouragestudentstobebraveandstaunch,encouragethemtoworkhardandavoidtimidity,cowardly.Teachersshouldfosterstudentstohavesound,open-mindedpersonalityandflexiblethinkingwayandpreventtheone-sidednessandtheparochialismofthecharacter.(ii)Studentsshouldhavespacesothattheycandiscoverproblems,thinkproblemsandsolveproblemsTeachersshouldgetripoftheexpertimagewhichisomnipotentandomniscient，becauseitmakestudentsbelazytothinksomethingwhentheyarestudyandpreventthemfromtryingandinnovating.Onthecontrary,itisnecessarytoprovideadequatetimeandresourcesforsolvingtheirproblems.Firstly,studentscanchooseseatsfreelyinclasssothattheyhavearelaxedfreelearningenvironment.Secondly,teachersshouldleave5to10minutestodiscussthetextcontentfortheirsmallgroupasaunitandfindoutproblems,thensolvetheseproblemsbythemselves.Ifsomepeoplehavesodifficultproblemsthattheycan’tsolve,theycanputforwardtheseproblemsbeforetheallstudentsintheclassroom.Ithinktheycansolvetheseproblemsbydiscussinganddebatingthem.Theycancompletethetasksuccessfullysothatfurtherdevelopestheknowledgeandskillsinthisareacreatively.(iii)StudentsshouldincreasethechannelsofdigestingknowledgeneatlyIncreasingthechannelsofdigestingknowledgeneatlyisatask-drivenactivity.Learnerscompleteameaningfullearningtaskthoughtheylearnandexploreknowledgeontheirown.Itneedsstudentstotakeavarietyofexploratoryapproachesinadditiontopayattentiononthequalityofinputtingmaterials,teacher’seffect,andthelearningenvironment.Mostoftheseactivitiesrequirestudentstothinksomethingactivelyandtryhardtomakeuseofvariouswaystosolveproblems.TeachersaddsomeactivityclassestoattractstudentsaccordingtotheEnglishcharacteristicswhichareinformational,fun,recreational.Teacherstryhardtocreateconditions,designdexterouslyandorganizecarefully.Fromthecontent,wecanseethatactivityclassesshouldreflectthecomprehensiveuseofbasicknowledge,there-expressionofimportantanddifficultknowledge.Fromtheform,wecanseethatteacherscanusethegamemethod,creativeperformances,knowledgecontests,andothermethodslovedbythestudentsandtheroletranspositionbetweenteachersandstudents.Fromtheeffect,teachershouldextendandexpandtheknowledge,consolidateandstrengthentheskills.Activityclassescanmakestudentslearnknowledgefreely.Theyaregoodforfosteringstudents’creativethinkingskills.3.TheResearchofFosteringStudents’CreativeThinkinginEnglishTeaching3.1ThedefinitionofcreativethinkingThehumanmindcanbeclassifiedfromdifferentangles.Thinkingandcomplexasthedimensionofthevirtueofdivisioncanbethought.Thinkingisdividedintoactionthinking,imaginablethinkingandabstractthinking.Thinkingcanbedividedintoconvergentthinkinganddivergentthinkingbythedirectionofexploringanswerstoquestions.Thoughtcanbedividedintoupthinking,solvingthinking,decision-makingthinkingbythepurposeofthinking.Thinkingcanbedividedintore-thinkingofthinkingandcreativethinkingbythinking’screativedimensions.“Creativethinkingisathinkingactivity,whichorganizesandtransformspreviouslyacquiredknowledgeinordertomakethatknowledgefitthecurrentproblems,andthensolveproblems”(GuMingyuan,1992).Becausecreativethinkingalwaysembodiedcreativeproblem-solvingprocess,psychologistsoftenregardedthemassynonymous.Besidesstudieshaveshownthattheformofcreativethinkingstructureismainlycombinedbydivergentthinkingandconvergentthinking.(Divergentthinkingmeansthatpeoplegivefullplaytotheirimagination,breaktheoriginalknowledgecirclefromonepointtoalldirections.Thentheyfindmoreinnovative,possibleanswersandassumeawayforsolvingproblembyrecombinationtheknowledgeandnotions.Convergentthinkingmeansthatconvergentthinkingmeanspeoplecollectinformationabouttheproblems.Whentheyarethinkingandansweringtheseproblems,theyreorganizeandreasonsothattheycanhaveonlyoneexactanswer.)Inthemeantime,theformofcreativethinkingstructurealsoincludesintuition,inspirationandcreativeimagination.Socreativethinkingusesvariousthinkingways,whichincludesdivergentthinking,convergentthinking,inspiration,imagination,etc,toorganizeandtransformthepreviouslyacquiredknowledgeinordertofitthecurrentproblem,andthensolveproblems.WhenstudentsarelearningEnglish,creativethinkingmeansstudentsfindandgraspEnglish’sinnerlaw,andconstantlyintegrateknowledgethathasbeenlearnedduringlearningEnglishsothatstudentsareabletoformnewcognitivethinkingprocess.3.2CreativethinkingisgoodforlearningEnglishAsateacher,youshouldbeawarethatEnglishisaforeignlanguageinChina.ItmeansthatstudentslearnaforeignlanguageinChinaandEnglishlearnershavefewopportunitiestotouchEnglishorplaces,excepttheyareintheclassroomandseveralteachingmaterials,soitisdifficulttolearnEnglishwhentheyarefarawayfromthelanguageenvironments.Thefactsarethat:1)Becauseofthelackoflanguageenvironment,Studentsaredifficulttostudywell.2)BecausepeopleusuallylearnEnglishintheclassroom,Englishteachersandteachingmaterialsareoftenthemaininputsource,sopeoplecan’tlearnmuchEnglish.3)Becausestudentsdon’tliveinforeigncountrieswhosenativelanguageisEnglish,theylackofabilityofcommunicating.Wecanseethatinthiscase,peoplerequirefosteringstudents’creativethinking,becausecreativethinkingcanmakestudentsplaytheirabilitywellandmakethemknowhowtoacquireknowledgeontheirown.Itmeansthatcreativethinkingcansolvetheaboveproblemsasmuchaspossible.4.HowtoForsterStudents’CreativeThinkingThecoreofcreativethinkingisdivergentthinking.Therefore,ifteacherswanttofosterstudents’creativethinking,theyshouldfosterstudents’divergentthinking.Divergentthinkingproducesdifferentideas(flexibility)fromdifferentperspectivessothatproduceanumberofmethodsforsolvingtheproblems(fluency),atlast,peoplewillhavetofurtherimprovethenotions,andcreateunusual,unique,innovativeideas(originality).Divergentthinkingandconcentratedthinking(alsobecalledConvergentthinking)influenceeachother.Therefore,fosteringdivergentthinkingisaneffectivewaytocultivatecreativethinking.4.1Basicknowledgeandbasicskillsarethebasisofdivergentthinking

Teachersspendmuchtimeteachingthebaseknowledgeandthebaseskilltostudents,sostudentshavesolidfoundationofbasicknowledgeandskills.However,teachersshouldplantoexpandtheknowledgerangewhentheyareteaching,suchasguidingstudents’reading,watchingEnglish-languagenewspaper“Teens”,Englishprograms,etc.“Standard”(thisisabookname)compiledasetofmaterialsforstudentstoreadaccordingtothestudents’interest.OnlyifstudentsaccumulateandmasteralotofrichEnglishknowledge,theyareabletothinkinmanywayswhentheyarethinking,sothattheyhavethefoundationofdivergentthinking.4.2FosteringStudents’abilityofacceptingnewinformationcontinuallyNowadays,scienceandtechnologyaredevelopingrapidly,contentsofthetextbookscan’tcatchupwiththepaceofthetimes,soitrequiresstudentstoacceptnewthings,understandthedynamicsofsocialdevelopment,suchaslearningbigeventsoftheinternationalcommunityandnationalaffairs.TeachersshouldadvocatestudentstowatchtelevisionprogramsinEnglishnewschannelseveryday.Ifsomestudentscan’tunderstandthesenew,teachersshouldsuggestthattheylookattheChinesenewspapersatfirstandthenwatchthenewsbytheEnglishnewschannel.Bythisway,theycanlearnmanynewEnglishsothattheycanpreparewellfortheirdivergentthinking,suchasbirdflu,tsunami,andpermanentmemberoftheUnitedNationsSecurityCouncil.Teachersshouldmakestudentshavetheconceptoflifelonglearningandsay:“Weusedtobeliveandlearn.Butnowlearntolivetoold.”4.3TeachersuseavarietyofteachingmethodsinEnglishteaching4.3.1UsebrainstormofOsborntocultivatestudentsTeachersfosterstudentstohavefluency,flexibility,elaborationandoriginalitywhentheyarecreatingideas.WhenteachersareteachingPollutionFighters,whichisatext,teachersshouldgiveaquestiontothem:“Whatcanwegetfromtrees?”andthentheclassisdividedintofivegroupsandteachersaskthemtoconductbrainstorm.Ifteachersusuallyletstudentsconductbrainstorm,studentswillfamiliarwiththeruleofbrainstorm.Forexample,studentspursuitthenumberofideaswhicharegenerated,don’tevaluateanyideas.Studentshavealotofanswers(fluency),buttheyalsothinktheissuesfromdifferentangles(flexibility).However,thedepthofstudents’thinking(elaboration)isnotenough.Mostofthemonlycansaythegeneraluseoftrees,theydon’thaveoriginalplace.Suchas:use-wecangetpencils,chopsticks,tables,chairs,paperEat-Wecangetfruit,nutsDrink-Wecangettea(1eaves),coffee(beans)Wear-Wecangetflowers,shoes(rubber)However,ifthereisagroupofstudentswhocancombineintoaview,whichis“Wecangetpureandcoolairfromtrees.”Thisviewhasthedepthandhasoriginality,soteachersshouldintroducenewcoursesPollutionFighters-treesbytheinnovativeview.Whenstudentslearnatextwhichisastory,teachersaskstudentstoreadthestory,andthenletstudentsthinkoutaconclusionbyusingbrainstorm.Teachersaskthemtoimagetheconclusionwhichcanhelpstudentstraintheirdivergentthinking.Meanwhile,teachersshouldgivesomehomeworkwhichdon’tlimitstudents’imaginationanddon’tregulateanyrequirements.Forexample,teachersletstudentshave10scenes,10figures,10problemswhichmayhappen,and10resourceswhichcangiveyouahandbymakinguseofbrainstorm.Afterthat,askingstudentstoselectthenumber6scene,thenumber10person,thenumber9problemandthenumber2resourcetofinishthecompositionordialoguesaccordingtothefirstfournumbersofthetelephonenumberorthelastfournumbersofthetelephonenumber,suchas6092.Thismethodmakesstudents’homeworknotthesameastheotherstudents’andthecontentsoftheirhomeworkarenotsimilarwiththetextbook.Italsocangivefullplaytostudents’divergentthinking;evenitcanevendeveloptheircreativethinking.4.3.2Forsteringstudents’divergentthinkingbyusingSCAMPERofEberlySCAMPER--Smeanssubstitute,Cmeanscombine,Ameansadapt,Mmeansmodify/magnify/minify,Pmeansputtootheruse,Emeanseliminate,Rmeansrearrange/reverse.(ZhangShilong,2005:34)Substitute:ateachergivesasentence:Somedaysisapoem,andthenasksstudentswhethertheycangiveanothersentencefortheformersentence.Moststudentsgivetheothertitlesafterthinking,suchas“Adullday,anuninterestingday”.Combine:Therearesomesentenceswhicharetoolong.Atthistime,theteacherasksstudentstocombinethemintoonesentence,suchas“Hedidn’t1iketoplaytheguitar.Shedidn’tliketoplaytheguitar,either.Sotheycancombineitintoonesentence.“Neitherhenorshelikedtoplaytheguitar.”Adapt:Teacherscanaskstudentstoimprovesomesentencesintoconcisesentences,suchasthereisn’tanybodyintheroom,wecanimproveitintoaconcisesentence:There’snobodyintheroom;Teacherscanaskstudentstomakerepeatedrevisionsfortheirwritingexercisesandaskthemtoimprovetheirworks,suchasNewYeargreetingcards.Modify/magnify/minify:Iftherearemanycomplexsentences,andstudentsaredifficulttounderstandthem,teacherscannarrowthelengthofasentencebygraspingthetrunkofthesentencesothattheycanunderstandthesentence,suchas“Withitsworld-famouslandmarkssuchastheEiffelTowerandtheArcdeTriomphe,anditswide,tree-linedstreets,Parisisoneofthemostbeautifulcitiesintheworld.”(ZhangShilong,2005:34)Thephraseistoolong,ifthestudentsfoundthebackboneofthesentenceisParisisoneofthemostbeautifulcities,but“Withitsworld-famouslandmarkssuchastheEiffelTower”isjustamodifying,thenstudentscanunderstandthesentenceeasily.Puttootheruse:Teachersshouldpayattentiontoaskstudentstoapplytheirknowledge,andtheyshoulduseEnglishtocommunicatewitheachotherwhentheyareattendsocialactivities,suchasgoingouttostudythesocial,attendingEnglishangle.Eliminate:Iftherearesomethingunimportantinthearticle,teachersshouldaskstudentstojumpoveritorbrowseitquickly.Teacherstrainstudentsreadingskills,suchas:skimming,scanning.Theseskillscanallowstudentstoobtaintherequiredknowledgeinthelimitedtime;therearesomeEnglishsentences,suchas“I’mgoingtomygrandma’s.”Generally,wedonotsay“I’mgoingtomygrandma’shome”,sothislattersentenceismoreconcisethantheformersentence.Rearrange/reverse:Ifstudentswanttoresortorreversesomething,theyneedstudentstohaveacuteobservationandovercometheusualfromofthinking.Manystoriesarethrownintoconfusion,sostudentsneedtore-sortthembyusingreversedthinking.Ifteacherstrytoletstudentsrecitethe26lettersbackwards,wethinknostudentcanrecitethemfluently;thereisasentencewhichis“Youcanvisitthecastlesinwhichthekingsandthequeensusedto1ive.”Ifstudentscan’tunderstandthesentenceatfirst,teacherscaninspirethemtothinkitbyusingreversethinking.Iftheycanconsideritbyusingreversethinking,theycanfindthesentencebecomesanothersentence:“Thekingsandthequeensusedtoliveintheoldcastles”Afterthat,studentscanunderstandwhyitshoulduse“inwhich”.4.3.3TeachersuseavarietyofwaystomakestudentsthinkproblemsfrommanyAngle,andmanymulti-directions(i)SpellingTeachersletstudentswriteoutwordswhatevertheycanthinkoutfromtheletterofteachers.Askthemtocompetewithclassmatesandthenfindoutwhocanthinkoutthemostamountwords.(Fluency)

(ii)TransformingwordsOnlyallowstudentstochangeoneletteratonetime,studentscanchangetheword,whichisgivenatfirst,intothefinalword(adaptability),suchastherearetwomethodstochange“put”into“dog”:Put-but—_bat—bad—bud—-bug—dug—dogPut-pot—dot—dog(iii)PolysemyPolysemycantrainstudents’divergentthinking.Teachersshouldteachstudentstocomprehendthewordbylinkingtoaspecificcontext,suchas:There’safunnysmellcomingfromthekitchen．Hetoldusaveryfunnyjoke．Ifeelfunnytoday.IthinkI’llgotothedoctor．(iv)UsingseveralwaystotranslateasentenceThismethodalsocanfosterstudents’divergentthinking,suchas“Thatbookcostme10Yuan.”,“Weworkouttheproblemeasily”,“HehascametoShanghaiforthreeyears.”Ateacherasksstudentstotranslatethethreesentencesbyusingdifferentwaysasmuchaspossible.Theanswersthatstudentsworkoutasfollows:IspenttenYuanonthebook．IspenttenYuan(in)buyingthebook．Weworkedouttheproblemwithoutdifficulty，Wedidn’thaveanydifficultiesinworkingouttheproblem．Itwaseasyforustoworkouttheproblem．Therewasnodifficultyforustoworkouttheproblem．HehasbeeninShanghaifor3years．HehasbeeninShanghaisince2002.Itwas3yearsagothathewenttoShanghai．(v)UsingdivergentthinkingatfirstandthenfocusingthinkingWhenstudentslearnhowtoaskthewayandguidethewaytootherpeopleaccordingtoShanghaiMap,ateachercanaskstudentstofindouthowmanywaysyoucanreachthedestinationbyusingdivergentthinking,andthenaskstudentstofindapathwhichisthenearest,thefastestandthemosteconomicalbyusingaggregatedthinking.

(vi)PerformingcreativelyTeachersletstudentsmakeacreativeperformancebysimulatingareallifesceneoraatmosphere.Bythemethod,StudentscanusetheEnglishwhicharelearned,meanwhile,thestudentscanaddpersonalizationintotheperformancebyimaginingwhentheyareplayingtheperformance.Teachersalsocanletstudentsimitateemceestobroadcastnewsorweather.Thewaycangiveplaytostudents’creativity.Teachersalsocanletstudentsdevelopdivergentthinkingbydebating,suchasadebateonbadfoodandgoodfood.

(vii)RepeatingcreativelyBloomsaid:“Ifteacherswanttoteachtheforeignsuccessfully,theyshouldcreatemorescenestoguidestudentstorepeatcreativelyinclasses,andgivesomeopportunitiestostudentstousetheirknowledge.”Whenstudentsrepeat,teachersshouldwriteoutthetime,theage,andthekeywordsontheblackboardorprovidepictures.Studentsneedtousedivergentthinkingtorepeatthestoryandtheyalsohavetoconsidertheappropriateoutcome.4.4UsingfeaturelistWhenstudentsstudythetopic“Howtomakeasandwich”,studentsshouldmakeasandwichbythemselvesaccordingtothetopicrequirements.Inordertotraintheirdivergentthinking,ateachershouldgivehomework,justlikethefollowing:

AtFirst,theyhavetolistthecharacteristicsofthesandwich,andthenselectsomefeaturesrandomlybeforeyoustarttoproduce.Students’listsfeaturelistasagroup:shapesizeexternalcoatingstuffingtaggerconnectionroundroutinecreamsausagesucrosefootballtriangledoublesizecheeselettucenutfigurerectangleMinisizespicedsaltsaladcakeheroshapelikeaanimalnutOthervegetableegg cartoonshapelikeaballchocolatechickenbar-typejamothermeatWiththeabovefeaturelist,thestudentsreturnhometopreparetheirmaterials.Theyarefreetochoosefeatures,andmakesandwichesaccordingtothefeatures,andthenbroughtthemtotheschool.Byobservingtheirsandwiches,wecanseetheirsizeandshapesofsandwicheswhicharedifferentfromotherstudents.Whenstudentsstudyhowtoexpressthetime,ateacheralsocantraintheirdivergentthinking.Theteachergivesatitletothem.IfAmeans0,Bindicates6,Cmeans9,sowhatdoseDmean?Manystudentshaveadaptablethinking;theycanknowDmeans3immediatelybylinkingthefourpicturestotheexpressionofthetime.4.5Changingdeductivemethodintoinductivemethod

Traditionalteachingmethodsarethatteacherstoldthestudentshowtodoandstudentsdoastherequirementsofteachers.Thismethodwillmakestudentsnotwillingtothinkandnotgoodatthinkinginevitably.Wethinkteachersshouldprovidesomephenomena,andletthemsumuptherule,suchaswhentheylearnthepassivevoiceatthebeginning,thestudentsfeeltheyaredifficulttounderstand.Atthetime,teachersaskstudentstosumuptheirlawsbysomeexamples,suchas:askastudenttoclosethedoor,andthensay:“Thedoorisclosed.”oraskstudentstostoleastudent’swallet,andthensay:“Thewalletwasstolen.”Astudentseizesthethiefbyplayingasapoliceandthensay:“Thethiefwascaught.”Studentswillthinkatthistime,andthensumupastructureof“be+p.p,”whichcanhelpstudentsunderstandandrememberthemstrongly.5.ConclusionAfterthediscussionthemeaningoffosteringcreativethinking,weknowthatcreativethinkingcanexpandstudents’horizons,andmakestudentsknowhowtolearnknowledgeandimprovetheirabilityinusingEnglish.Soteachersshouldfosterstudents’creativethinking.Basedontheabovediscussion,itissugg