本科毕设论文--在英语教学中如何培养高中生的创造性思维.docVIP

grammars of foreign languages thoroughly, but cannot use them properly and express meanings with correct Words. Meanwhile, the method can’t train students’ abilities in using language, make students get accustomed to being passive learners, make students can’t speak but can read English and can’t train students’ complex quality. The thesis talks about the research of developing students’ creative thinking at home and abroad, summing up the approaches of fostering creative thinking which are studied by other people, discussing the reason that we want to foster senior high school students’ creative thinking and at last, I give my approaches of fostering creative thinking. 2. Literature Review 2.1 The research of developing students’ creative thinking at home and abroad Since 1950, people have started to pay much attention on creativity. People explore its essence on a multi-angle and a full range, but most theories only reveal the different aspects of creativity, but can not make a satisfactory explanation about it, and it is still difficult to integrate relevant theories. In 50 years, the researchs of creativity at abroad, which develop along with creative personality characteristics, creative cognitive processes, the creative stimulation and creative social psychology, they developed and implemented a lot of plans of creative stimulation in order to improve individual and team’ creativity, such as psychological therapy, brainstorming, role-playing games, organizational plans est. With the maturity of a number of technology and the improvement of organizational model, the development of foreign creativity achieved remarkable results, a number of creative training model have gradually been recognized and promoted. Creativity was started to research in 1980 in China. From 1980 to the present, the research of creative education have made gratifying progress in China, various experiments had different features and achieved remarkable results. For example, a teaching