The creative thought is one reading method , of which under the guide of the creative teaching aims , students create the new opinions , theories , knowledge and methods , based on the unique and original thought , with the help of three ones : emanative thought , intuitional thought , inspirational thought 创造性思维是指在创造性的教学目标的指导下，学生借助直觉思维、发散思维、灵感思维三种基本形式，以独特新颖的思维方式为基础，创造出具有一定社会价值的新观点、新理论、新知识、新方法的一种阅读思维方式。
In the first part , it gives the definition of creative thinking , and clarifies the relationship of two important modes of creative thinking , that is the collective thinking and the volatilizable thinking . in the second part , it reviews the general research achievement of the creative thinking teaching at home and abroad , it also introduces some modes of creative thinking teaching at home and abroad and the effect and evaluation of teaching experiments , and points out some existent problems 第一部分对创造性思维的概念进行界说，分析了创造性思维中的两种主要思维模式即聚敛思维与发散思维的关系；第二部分对国内外创造性思维教学的研究成果进行了概述，分别介绍了国内外创造性思维教学的四种模式、教学实验的效果与评估及其存在的问题；第三、四部分是论文的重点。
As an exploratory study of undergraduates " technical creativity , the paper discusses the implication of the terms " creativity " and " technical creativity " , makes a probe into the influential factors to the development of creativity and technical creativity of people , and carries out an investigation to a large number of juniors from six universities of china with " technical creativity scale " and " creativity attitude survey " , in which the differences between majors , universities , genders and family backgrounds are treated as independent factors , to know undergraduates " learning motivation , interest and participation in scientific and technical activities , to understand their belief , outlook of value and attitude to creativity achievement , and to find out their capabilities for technical comprehension , mental folding , numerical creativity thinking and practical creativity thinking 本研究采用文献法对创造力、技术创造力的含义和影响因素进行了研究，并采用“技术创造力测量量表”和“创造力态度量表”对国内六所大学的部分三年级大学生进行了问卷调查和测试。以了解大学生对科学知识的渴求程度与探究兴趣、对技术活动的参与情况、对创造性成就的态度、信仰和价值观；探讨大学生技术操作和物理感受性方面的能力、空间表征能力，发散思维能力和数理逻辑思维能力的水平及特征。此外，本研究还对理工科与文科学生在技术创造力方面的专业差异和校间差异，大学生技术创造力的性别差异和家庭背景差异进行了研究。
The author hold the view that among developing creative thoughts developing right head underlie cultivating creative thoughts , that divergent thought lies the core of creative thoughts , that intuition and inspiration can break through conventional thoughts , that creative character provide non - intellectual support to developing creative thoughts the three factor support each other , form a closely related unit and are necessary factor to achieve creative thought 笔者认为：在创造性思维培育中，右脑的开发为创造性思维的开发奠定物质基础，发散思维是创造性思维的核心，直觉思维和灵感思维是创造性思维的突破，而创造性个性的培养为创造性思维提供非智力因支持。这三者相辅相成，缺一不可，同为达到创造性思维的必要因素。
There were a lot of theoretical research about creative thinking in history , among which the representative theories are as follows : " four - stage model " of wallas , " structure " of form tower school , " disperse thinking " of j . p . guilford etc . , which offer us fine reference today 历史上关于创造性思维理论方面的研究很多，其中有代表性的理论主要有以下几种：沃拉斯的“四阶段模型” 、格式塔学派的“结构说” 、吉尔福特的“发散思维”等等，这些理论为我们今天研究创造性思维提供了很好的借鉴作用。
Through the approach of investigative questionnaire and ability examination , considering both teachers " teaching practice in senior high school and students " need in analyzing and resolving problem , taking the method of fixing the quality and quantity , we make a demonstration research . at last , we draw a conclusion that the 19 manifestations of chemistry ability can be reduced to three levels : the basal level , called repeating thinking , includes distinguishing and judging the chemical fact and relations of quantity in chemical reaction , comparing and summarizing the chemistry fundamental knowledge ; innovative thinking level includes illogical thinking and logical thinking . illogical thinking mainly contains intuition , association and space imagination of micro - particle 通过调查问卷、能力测试等途径，结合教师在中学化学的教学实践和学生在分析、解决问题的实际需要，采用定性与定量结合的方法，进行实证研究，得出结论：化学学科能力的19种表现形式归纳为3个层次：最基础的再造性思维能力层次包括对化学事实和化学反应中量的关系的识别和判断、对化学基础知识的比较概括；以培养创新能力为核心的创造性思维层次包括化学直觉思维、联想、对微观粒子的空间想象为主的非逻辑思维和灵活运用已学的化学知识通过分析、综合地解决问题为主的逻辑思维；化学实验能力层次是化学学科能力的最高层次，它以思维能力为基础，集中体现了化学教学的基本特征，实验能力层次包括：选用实验方法和设计实验方案，对实验的评价，研究和处理实验事实、资料、数据，发现规律，表达实验及其结果，最终解决问题的能力和发散思维。
It considers opening up the internal relation of the text as the contents , does the uniqueness and criticism as the precondition , does the emanative thought as the core and does the aggregate thought as the sustainable factor , with such three characteristics : the uniqueness , the volatilization , the restrictive , but for a long time influenced by the traditional teaching thought and cultural mentality , chinese teaching still has such severe malpractice , attaching importance to the commonness , the consult , the interclass , and the impartment , but looking down on the individuality , the process , the extracurricular , and the training 这种思维方式是以揭示文本中所包含的内在联系为内容，以独创性和批判性为前提，以发散思维为核心，以聚合思维为支持性因素而展开的。但是长期以来由于受传统教学思想、文化心理的影响，语文教学仍然存在重共性、轻个性，重结果、轻过程，重课内、轻课外，重传授、轻训练的严重弊端，忽视了学生的创新意识的形成、创新能力的培养，束缚了学生人格的发展。
As present research subjects , carrying on experiment and action research for 5 terms from the beginning of the second term of junior grade 2 till the end of junior grade 4 . the results of the experiment show the following facts : first , th ere is a striking difference in radiation thinking ability between the students of experiment class and those of control class . furthermore , an imbalance lies in the development of this quality , that is , the students of experiment class prior to the development of fluency , remaining unchangable in flexibility and creativity 实验结果表明，首先，实验班与控制班学生的发散思维能力存在显著差异，而且发散思维品质(流畅性、变通性和独创性)在发展上存在着不平衡性，即在实验的前期和中期，实验班学生的发散思维的流畅性优先发展，变通性和独创性基本不变。
We think it necessary to tightly grasp the three different sections , which are intuitional thought , emanative thought , and inspirational thought , as follows : firstly , create and map out the psychological atmosphere and guide the students " reading , to culture the students " intuitional thought , secondly , find out the difficulty and solve it , and activate the imagination , to culture the emanative thought , thirdly , through the two methods of the relaxation and question - scenes , to culture the students " inspirational thought 创造性思维培养可以从不同方面开展。我们认为必须牢牢抓住直觉思维、发散思维和灵感思维这三个不同侧面: (一)创设心理氛围和指导朗读，培养学生的直觉思维; (二)质疑问难和激发想像，培养学生的发散思维: (三)运用松心法和问题情境法，培养学生的灵感思维。
The path to educating thinking quality has : regarding the convergent thinking as the core to educating deepness ; regarding the divergent thinking as the core to educating flexibility and originality ; regarding the discrimination of thinking as the core to educating criticalness ; regarding the skip thinking as the core to educating agility 培养思维品质的途径有:以收敛思维为核心，培养思维的深刻性;以发散思维为核心，培养思维的灵活性和独创性;以思维辨析为核心，培养思维的批判性;以跳跃思维为核心，培养思维的敏捷性。
