自上世纪中叶以来,教育心理学家开始注意创造性思维能力的发展问题。在新的世纪,创业离不开创新,可以说,中国的未来、时代的发展呼唤千千万万具有创造能力的人才,而这种人才的奠基工程,就在中小学的教育和教学。在诸多关于培养创造性思维能力的主张中,有人认为只有在类似于异想天开的活动中,才能有效地培养学生创造精神、创造能力,但在现实教学中又很难提供这样活动的机会,使创造性思维能力培养在不少教师看来是可望而不可及的事情。其实,让学生在课堂上进行相对独立的思考,课堂下独立地解决问题,都在相当程度上培养着学生的创造品格、创造能力和训练着学生的创造方法。教学可以启发和促进学生的创造性思维发展,只要在教学方面有适当的安排,如提供思维材料、营造思维情境、采用启发和促进思维的教学方法等,就能激发学生的创造性。如以教学《陌上桑》为例,我以“问题”做线索,引发学生创造思维的火花。 Since the middle of the last century, educational psychologists have begun to pay attention to the development of creative thinking skills. In the new century, entrepreneurship can not be separated from innovation. It can be said that China’s future and the development of the times call for tens of millions of creative talents. The foundation-laying project for such talents lies in the education and teaching of primary and secondary schools. Among many propositions about cultivating creative thinking ability, some people think that it is only through activities similar to whimsical that they can effectively cultivate students’ creativity and ability, but it is very difficult to provide opportunities for such activities in practical teaching so that creative thinking Ability to train in many teachers seems to be elusive. In fact, allowing students to think relatively independently in the classroom and solving problems independently in the classroom, to a considerable extent, cultivate students ’creative character, creativity and training students’ creative methods. Teaching can inspire and promote the development of students ’creative thinking. As long as teaching is properly arranged, such as providing thinking materials, creating thinking situations, using teaching methods that inspire and promote thinking, etc., students’ creativity can be stimulated. Take teaching “Mo Shangsang” as an example, I use the “problem” as a clue, sparking students to create thinking sparks.