在中学生物学教学中广泛应用问答法。这种方法要求学生进行创造性思维,例如,在已有知识的基础上,提出新的假设,完善新的知识和新的观点。创造性思维常常与科学教学脱离,但事实上它们有直接的联系,而且可以提高学生解决问题的能力。哥福特(Guilford)(1950)说过,与创造性思维关系最为密切的能力是扩展能力,其中包括形成新概念的能力,区分各种差异的能力和解决问题的能力;另外一些有关的能力包括思维的广阔性,灵活性和独创性。创造性思维的另一方面就是转化能力,即把所学到的知 Widely used in the teaching of middle school biology. This method requires students to think creatively, for example, based on the existing knowledge, put forward new hypotheses, improve new knowledge and new ideas. Creative thinking is often disassociated from science teaching, but in fact they have a direct connection and can improve students’ ability to solve problems. Guilford (1950) said that the ability to have the closest relationship with creative thinking is the ability to expand, which includes the ability to form new concepts, the ability to distinguish different kinds of differences and the ability to solve problems; other related capabilities include thinking. Broadness, flexibility and originality. Another aspect of creative thinking is transforming ability, that is, learning