What is creativity? Opinions vary, some emphasize subjective creativity, some emphasize creative purpose, some emphasize creative result, and some emphasize creative motivation and personality. We believe that creativity is the ability to use existing knowledge to process all new information and produce novel and unique new ideas, new ideas, new designs, new intentions, new methods and new products with social and personal values. Many studies done by psychologists at home and abroad show that intelligence is a necessary condition for creativity. People with high creativity will not have too low intelligence, which will hinder the development of creativity. However, people with high IQ are not necessarily creative. Liu Zeng, a Chinese-American psychologist, pointed out: "Not all people with high intelligence are creative, and many people with medium intelligence can also make creative contributions. There is no absolute correlation between intelligence and individual creativity. " It can be seen that creativity is not a single ability, but a comprehensive ability composed of multiple abilities. Therefore, the development of general intelligence is not equal to the development of creativity, and the cultivation of intelligence can certainly not replace the cultivation of creativity.
There are some phenomena in the history of science: Einstein, the giant of science, failed to enter the university for the first time in Sun Shan; Galois,/kloc-an outstanding mathematician who founded "group theory" at the age of 0/7, failed to enter the university twice; Edison only read for three months and then dropped out of school and went home. People think that he will never succeed. There are many great scientists, such as Watt, Franklin, Stephens, Dalton and Faraday. When they were young, they were not high flyers. Some of them didn't even read many books, but they all made great achievements and had amazing creative talents. What is the reason? Tellman, an American psychologist, followed 800 men for 30 years. It shows that the most obvious difference between the top 20% and the bottom 20% is not the level of intelligence, but whether they have good psychological qualities such as self-confidence, enterprising and tenacity. Accordingly, these phenomena in the history of science are not difficult to understand.
Although it is not easy to cultivate creativity, it is necessary and possible to cultivate creativity through education. This view helps some teachers and parents to correct their views on children. Don't give up training and education just because children have poor grades and average performance when they are young. Although their IQ can't be changed, if we improve the means and methods of education, and cultivate their good emotional and will qualities on the basis of stimulating children's curiosity and creativity and cultivating their flexibility and independence of thinking, they can also become great.
2 to cultivate students' creativity
How to cultivate students' creativity? There are many factors related to this problem, such as family education, school education and off-campus education, which are worth strengthening and improving. As far as school education is concerned, in addition to systematically imparting knowledge and skills, consciously cultivating ability and intelligence. We think we should also pay attention to the following points:
2. 1 Love creative students
Generally speaking, teachers don't want their students to be inventors and creators, but not all teachers like creative students. Gottfried Heinert, a German psychologist, pointed out: "Creative students are usually not very popular in the classroom. Their behavior is unsociable and unfriendly, and they have little interest in group activities. " Most students with high creativity have the following characteristics: ① Naughty, naughty, absurd and bohemian; (2) when doing something beyond the norm; (3) Doing things is not stubborn and humorous, but it is inevitable to be playful. These characteristics of highly creative students. Many of our teachers are unwilling to tolerate them, but due to the influence of traditional educational concepts, teachers like obedient students. However, curiosity is the cradle of wisdom, and students' initiative should be satisfied. We should encourage students' enthusiasm and protect their curiosity. Naughty, playful, playful mentality, as long as it does not violate the school system and social behavior norms, and does not hinder health, don't overdo it. In those naughty behaviors, we should see the bud of creativity. There are two paintings in the Piadan Museum in Britain-one is a picture of a human skeleton. One is a diagram of human blood circulation, which is the work of a student named mcleod. The child has a strong curiosity and always thinks about the internal organs of Kan Kan dogs. One day, he finally killed a dog, which was the pet of their headmaster. The headmaster knew about it and decided to punish him: he was punished for painting two paintings, which were collected by the museum. Later, mcleod became a famous anatomist, benefiting from the headmaster's protection and guidance of his childhood curiosity. Therefore, all educators should be liberated from the traditional educational concept, respect students who love creative spirit, and be good at guiding them, so as to foster their strengths and avoid their weaknesses, which is conducive to the development and cultivation of creativity.
2.2 stimulate students' creative interest
Interest is the emotional expression of people's needs for knowledge and activities, and it is the cognitive tendency to actively explore things. This kind of psychological tendency makes people give priority to something or an activity, and produces yearning emotions. When students are interested in something, they can learn it actively, actively and naturally. Finally, some results have been achieved. Creating interest is the highest stage of creation. With the deepening of interest, creativity is nurtured in the process of actively studying something. It can be seen that interest is an important condition for the development of creativity. Therefore, we should organize some activities around cultivating students' creative interest, and these activities must interest students. For example, the school offers various types of special courses, students voluntarily sign up for lectures and columns of various information (including pictures and materials), and use the balcony of the classroom to grow plants, so that students can grow some plants themselves and manage them personally. Set up "extracurricular reading group" and "science and technology production interest group" in the class. We should constantly stimulate students' curiosity and thirst for knowledge, and patiently and seriously answer every question raised by children. You can also carry out a variety of extracurricular and extracurricular activities according to students' age and knowledge characteristics to cultivate students' ability to use their hands and brains. Through the participation of these activities, students can enrich their knowledge, broaden their horizons, stimulate their creative interest, cultivate their ability and experience the fun of success.
2.3 cultivate students' thinking of seeking differences
The results of psychological research show that the thinking of seeking differences breaks through the habitual thinking mode, thinking along different thinking directions, exploring new perspectives, approaches and assumptions, seeking diversified answers, finding new ways and solving problems independently.
The main feature and function of seeking difference thinking is innovation. It is the key and core of the formation of creative thinking. Paying attention to cultivating students' thinking of seeking differences in the process of education is a breakthrough to develop students' intelligence and cultivate students' creativity. The thinking of seeking differences is often misunderstood by the world as "walking into a dead end" and "whimsical". Therefore, teachers should attach importance to the enthusiasm of students' thinking of seeking differences, guide students' thinking of seeking differences, grasp the direction of students' thinking at the same time, and avoid detours.
How to cultivate students' thinking of seeking differences? Breaking through the group thinking mode and excluding the herd mentality is the premise of seeking different thinking: guiding the situation and asking questions skillfully are the stones of seeking different thinking. For example, a teacher asked students to list all possible uses of red bricks in eight minutes. A student replied: build houses, barns, classrooms, fences, chimneys, sidewalks, stoves, etc. It is not difficult to see that all these uses are limited to the normal use of "building materials" and there is no flexibility in one aspect. Another student's answer is to do steps, press paper, cushion the bed, beat dogs, hit nails and so on. Most of these reflections are the "extraordinary" use of red bricks, which breaks through the scope of normal use and is undoubtedly the concrete embodiment of the thinking of seeking differences. To cultivate students' thinking of seeking differences, we should also arrange an environment that can stimulate students' thinking of seeking differences, and gradually cultivate students' habit of understanding and solving problems in many ways and angles. For example, some teachers have a "brain teaser" in class. This kind of collective discussion is different from the general collective discussion. It does not focus on a single "correct answer", but encourages students to find as many answers and answers as possible, which is more effective in cultivating students' thinking of seeking differences.
2.4 cultivate students' good psychological quality
People with high creativity may not all become creators in the end. True creativity is bound to be accompanied by many good personality and psychological qualities, which are the driving force of creativity. Only with good psychological quality can creativity be fully and profoundly developed. The good personality and psychological quality mentioned here mainly refers to emotion, will and character.
Emotion is the driving force of behavior. In order to develop students' creativity, we must make them have rich emotions and the ability to consciously overcome negative emotions and control bad emotions, so that they are passionate, stable and lasting about creation. Therefore, we should start with cultivating students' moral sense, which is the emotion generated by evaluating others' words and deeds according to social moral norms, and it reflects the moral needs of the subject. Its core is a sense of responsibility for the motherland, the people, the collective and the society. With this emotion, social needs will be transformed into personal needs, guiding creators to devote themselves to creative activities tirelessly.
People with strong creativity generally have good will qualities such as consciousness, tenacity, decisiveness and self-control. Therefore, students should be given some difficult activities and tasks with clear goals, strict requirements and active guidance. Let the students' will be honed in the process of overcoming difficulties, so as to achieve the goal and complete the task.
Personality is a psychological characteristic of personality with core significance. Positive personality characteristics, such as diligence, courage, self-confidence, modesty, meticulousness and enterprising, can promote the development of creativity; Negative personality traits, such as cowardice, inferiority, pride, carelessness, complacency and ruthlessness, can inhibit the development of creativity. To develop students' creativity, we must cultivate their positive personality.
Whether it is emotion, will or character, the formation and development of its good qualities and the prevention and elimination of its bad qualities ultimately depend on the nature of ideals, beliefs and world outlook. Therefore, in addition to some specific contents and methods, the key to cultivating good personality and psychological quality lies in cultivating students' scientific world outlook, so that they can establish lofty ideals and strong beliefs of "realizing the four modernizations and rejuvenating China", which is not only the guarantee of correct political direction, but also the spiritual pillar of hard creation.
2.5 Encourage students to create inventions
There are two indispensable conditions for successful creation: first, creative attitude; The second is to create skills. The formation and development of both are inseparable from creative activities, which are the necessary means to form and develop creative attitudes and skills and realize creative ideas. Therefore, students' creative activities should be organized and carefully arranged, and the arrangement of creative activities should be included in the school agenda. For example, schools can hold small invention and small production competitions every year, organize students to visit the new achievements of the motherland's construction, establish youth invention clubs, carry out colorful extracurricular scientific and technological activities, encourage students to participate in national, provincial and municipal small invention and small production competitions, and give spiritual and material rewards to students' creative achievements. In this way, cultivating students' creativity can be as conscious and planned as imparting knowledge and cultivating skills, and can also receive good results.
Creativity is not the private property of a few geniuses. Guildford, an American psychologist, said: Up to now, one of the most important understandings is that creativity is no longer limited to a few geniuses, but may be distributed in the whole population. Everyone has creativity and is looking for opportunities to express and develop creativity. Educators should create conditions for the development of students' creativity, improve students' personality factors on the basis of their existing physiological intelligence, and make them successfully embark on the road to success.