1) capacity for original thought
创造性思考的能力
2) Creative thinking ability
创造性思维能力
1.
Creative thinking is composed of many thinking styles,and creative thinking ability is a multi-dimensional structure.
创造性思维有多种构成,其能力表现也有多种,即创造性思维能力是多维结构的。
2.
In mathematics teaching,the following five"emphases"should be given top priority so as to foster students creative thinking ability.
在数学教学中培养学生创造性思维能力,可通过以下五个方面:重视知识的形成和发展过程,采用"发现法"教学;加强直觉思维能力的培养;加强发散思维的训练;加强开放型问题的训练;增强应用意识,培养学生实践能力。
3.
Fostering the students creative thinking ability is interacted by the following factors : concept of education , system of education , content of education , way of education , qualities of teachers and students, etc.
创造性思维能力的培养,受教育观念、教育机制、教育内容和方法、师生素质特点等诸多方面因素的影响,我们应认真分析和处理好这些因素,采取相应的培养策略,如更新教育观念、创设优良环境、优化课程内容、变革教学方式、完善知识结构、培养创造个性等,以便于顺利地实施创新教育,推动基础教育课程改革。
3) creative thinking
创造性思维能力
1.
This paper expounds the need to cultivate creative thinking in composition teaching, puts forward the general train of thought for the cultivation of creative thinking and points out the ways to arrive at the goal.
阐述了作文教学中创造性思维能力培养的必要性 ,提出了创造性思维培养的总体思路 ,指出创造性思维能力的培养途径。
2.
This paper, centering on the distinguished features of mathematics, brings to light the innel 1aws of which mathematics can develop man s creative thinking ability, delves further into the neu teaching thoughts and approaches in the quality of mathematics teaching and advances some bounding patterns of teaching and specific teaching methods in accordance with the bounding development of economy.
本文紧紧围绕着数学的突出特征，揭示了数学对培养人的创造性思维能力的内在规律，探讨了数学素质教育中的新的教学思想和教学方法。
3.
The children s cultivation of creative thinking means that we shall not ask them to the degree of invention,but to the degree of creation and consciously and frequently to use this thinking.
要做到这些,需要激发、调动儿童本身具有的多元智能,并能进一步提高其优势智能,发展其弱势智能,综合利用多元智能的相互作用来培养儿童的创造性思维能力。
4) Chinese language creative thinking ability
语文创造思考能力
1.
Torrance Test of Creative Thinking and Creativity Assessment packet were applied to compare Chinese language creative thinking ability as well as the creative aptitude between senior high school students with inquire study leaning.
笔者采用托兰斯语文创造思维量表和威廉斯创造倾向量表对已进行和未进行研究性学习高中生的语文创造思维能力和创造倾向进行了比较，得出如下结论： (1)进行研究性学习的学生，其语文创造思考能力与未进行研究性学习的学生相比有显著差异：进行研究性学习的学生，其创造倾向与未进行研究性学习的学生相比无显著差异。
5) creativity thinking and ability to bring forth new ideas
创造性思维和创新能力
补充资料：创造
创造
creation
创造(creati。n)将创造力运用到科学、技术、艺术等各种不同的活动领域，产生新的、具有社会意义产物的过程。它不是简单的重复劳动，不是模仿，而是探索未知的创新劳动。创造的形态可分为物质的和非物质的两大类。物质形态的创造主要指产品的创造。社会制度、社会关系、精神产品的创造是非物质形态的创造。人类创造的共同特点为:(l)创造的主体性，即创造活动的主体是现实中的人。(2)创造的可控性，即任何一种创造都是主体有目的地控制、调节客体的一种活动，是主体为实现自身的目标作用于自身客体、自然客体和社会客体而进行信息、物质和能量变化的过程。(3)创造的新颖性，即创造活动必须产生出一种前所未有的成果。(4)创造的价值性，即创造活动都有社会价值，能促进人类的进步。 (租们撰吴万森审)
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