1) divergent thinking test
发散思维测验
1.
After reviewing the features of divergent thinking tests and their limitations, the authors pointed out that it is necessary to develop an alternate technique of measuring creativity and introduced CAT method in the present paper.
文章简要回顾了同感评估技术出现之前,基于发散思维测验的创造力评价法及其局限性。
2) test of divergent thinking
发散性思维测验
3) divergent thinking
发散思维
1.
Cultivate students divergent thinking in the teaching of linear algebra;
线性代数教学中培养学生的发散思维
2.
Test of students divergent thinking ability in the process of physics problem-solving;
中学生解决物理问题发散思维能力测验
3.
Using Divergent Thinking,Upgrading Problem-solving Skills in Mathematics Course;
运用发散思维 提升数学课程解题技巧
4) divergence thinking
发散思维
1.
Discussion on the ability fosterage of divergence thinking in college mathematics teaching;
高校数学教学中发散思维能力培养的探讨
2.
It discusses the necessity of applying creative thinking and three-stage model to product concept design;and puts forward the method and strategy in product concept design: combining logic thinking and non-logic thinking,combining divergence thinking and convergence thinking in different hierarchy.
介绍了思维、创造性思维、创造技法的各自概念和相互关系,论述了产品概念设计中应用创造性思维的必要性和三阶段模型;提出了在概念设计中将逻辑思维与非逻辑思维相统一、发散思维与聚合思维多层次相统合的方法和策略。
3.
Convergence thinking refers to a rational thinking way by applying the previous experience or traditional method to solve the problem; while divergence thinking to the expanded thinking way with different perspectives,different directions and attempts to seek solutions from many aspects.
会聚思维是指利用已有的知识经验或传统方法以解决问题的一种有方向、有范围、有组织、有条理的思维方式;发散思维则是一种沿着不同方向、不同角度思考,从多方面寻求多样性的答案的展开性思维方式。
5) emanative thinking
发散思维
1.
Teachers must play the leading function,pay attention to train students initiative spirit and creationary thinking ability,namely training students aggregate thinking ability,emanative thinking ability and intuitional thinking ability.
教师应发挥主导作用,注重培育学生的主动精神,培养学生创新性思维能力,即培养学生的聚合思维能力,发散思维能力和直觉思维能力。
2.
The students with good schoolwork tended to represented problem at science theory level,at which level converging thinking and emanative thinking depended each other.
优生侧重于科学理论表征 ,表现为以物理原理分类 ,在科学理论表征层次上聚合思维和发散思维相互依存 ,相互渗透 ;而差生则受初始表征的影响 ,以表面特征分类 ,在科学理论层次上聚合思维和发散思维相互独立 ,相互脱离 ,难以取得思维成
6) divergent thought
发散思维
1.
By means of the own experiences, this article, in discusses variety ways of cultivating the students ability of divergent thought in the middle school physics teaching process, in order to increasey the student s creative ability and cultivate their innovative ability.
从自己的经验出发,以提高学生的创造能力及培养创新能力为目的,论述了在中学物理教学过程中培养中学生发散思维能力的各种训练方法。
2.
Mathematical divergent thought is an important component of the creative thought.
数学发散思维是创造性思维的重要成分,本文论述了培养数学发散思维的重要性,数学发散思维的特点、成分及培养方
3.
On the base of over ten years teaching experiences,we have established the reform method of promoting writing a complsition with divergent thought and oral expression.
在总结十余年的口头教学基础上,我们确立了以发散思维为核心,以口头表达带动书面表达的作文改革思路。
补充资料：发散思维测验
发散思维测验
divergent-thinking tests
发散思维测验弋divergent一thlnking tests)测量发散性思维的一种「_具。发散性思维是从个l」标出发‘沿着各种不同途径去思考，以探求多种答案的思维。旱在1 896年法国心理学家A.比内曾编制开放性测验，测验题目无固定答案，有多种解决力一法这方面测验主要有‘:南加利福尼亚大学发散思维测验、托兰斯创造思维测验、芝加哥创造力测验、沃勒力和科根发散思维测验参见“创造性测验”。 (蒋兆灿撰车文博审)
说明：补充资料仅用于学习参考，请勿用于其它任何用途。
参考词条