How to cultivate children's thinking ability is very important. Good thinking ability is of great help to study and life, but thinking ability is generally exercised. Let's share how to cultivate children's thinking ability.

How to cultivate children's thinking ability 1 Thinking is the core of intelligence. Cultivating thinking ability is the central link to improve students' Chinese ability and acquire knowledge.

The thinking characteristics of primary school students change with age. The children in the lower grades mainly think in concrete images, while the children in the upper grades gradually transition to abstract logical thinking. Therefore, thinking training must conform to this law.

For example, in Camel and Sheep, in order to attract students' attention, designers train students' thinking, and slides show the story in an active and pulling way. Camels eat leaves as soon as they look up, and lambs can't reach them when they stand up. And the lamb goes into the hole to eat grass, but the camel can't get in. Through this comparison, students have a full understanding of language materials and have been trained in logic.

Senior grade is a kind of training of logical thinking ability and an important way for students to clarify the thinking of the article.

For example, in the lesson "Hands", the text is always skillful and strict, with a pair of capable hands, and then write his hands through several specific things, which is powerful and hard. Generally speaking, Chen's hands are hard and strong, which is different from others. Finally, Chen's hands are not only hard but also dexterous.

This thinking activity of dividing the total into the total embodies the thinking process from abstract to concrete, and then from concrete to comprehensive. The full text is clear and the center is clear. Then, the students realized the logic of the author's thinking from the text and trained in logical thinking. In the arrangement of primary school Chinese textbooks, many articles belong to this structure.

How to cultivate children's thinking ability

"Doubt" refers to guiding doubt, setting doubt and solving doubt. First, it can stimulate students to ask questions about the content and ask more questions. Because the more questions you ask, the more you gain; Then develop students' thinking ability and guide students how to master knowledge better; Finally, in the process of acquiring knowledge, use the existing knowledge to explore new problems.

"Discussion" means discussion, debate and comment. First, organize students to discuss a problem together and learn from each other's strengths; Cultivate students to be good at putting forward their own opinions and at the same time be brave in correcting mistakes; Finally, talk about my views on the opinions of other students.

In this way, students' thinking ability can be cultivated in the form of "doubt" and "discussion"

Therefore, in Chinese teaching in primary schools, we should follow the teaching principles and pay more attention to the development of students' intelligence and ability while mastering basic knowledge and skills. Only in this way can we cultivate more talents for the society and the country and realize the transformation from education to quality education.

How to cultivate children's thinking ability 2 How to cultivate children's thinking ability

1, when children are still young, pay attention to asking them some questions that need simple reasoning and judgment to answer. For example, children are trained in causality, that is, they are trained to think about the predictable consequences of an action.

Parents can ask their children, "What do you think will happen if I forget to turn off the tap and leave it on all night?" "What would the world be like without the sun?" Wait a minute. When playing causal games with children, parents can also swap roles with their children. Parents can imagine the reasons and the results of children's questions and answers.

2. Parents often make up some questions for their children to answer around "one thing is multi-purpose" and "one thing is multi-cause". If you ask a child, "What's the use of water?" "What's the use of bricks besides building a house?" "What's the use of paper?" What happened, we should consciously train children to learn to analyze the reasons.

Parents can put forward some real-life problems for their children to solve. For example, hang a hat on the wall, and then give children some short bamboo poles and ropes to inspire them to think of splicing bamboo poles to solve the problem. For example, after buying new stationery for children, you can make use of the situation to let children find problems and put forward some suggestions for improvement.

4. Always argue with children. Because argument can guide children to think carefully and cultivate their agility. You can argue with your children about watching TV and playing video games for a long time. After watching a certain TV, you can argue with your child about someone or a certain problem. This not only exercises children's thinking ability, but also improves their understanding of many problems.

5. Parents should pay attention to cultivating children to think from different angles, so as to cultivate children's multi-polarity. For example, let children consider the pros and cons of any solution. For the same problem, we will not only think positively, but also think reversely and horizontally.

Parents can ask their children such a question: "Can I buy you delicious food and fun with all my money?" Children may agree at first. At this time, we can ask them to reconsider from both positive and negative aspects. After careful thinking, children often change their original ideas.

Parents should train their children to learn how to solve problems. For example, if a child is in conflict with other children, parents can take the opportunity to inspire him to think: "Why don't other children get along with you?" After the child finds out the correct reason, parents can further inspire him, put forward some solutions to the problem, and ask him to analyze the advantages and disadvantages of various solutions one by one, and then get the best choice after comparison.

7. Let children learn to ask questions. The level of questioning is closely related to the level of thinking. A good question not only determines that the level of thinking must be at a higher level, which makes people think deeply and far, but also helps to solve problems.

Therefore, parents should encourage their children to ask questions and let them dare to be "unconventional". In particular, parents should encourage their children to question some common things, even if their children sometimes give naive or wrong answers, parents should not simply deny them.

How to improve children's thinking ability

(1) Provide children with various opportunities for direct perception and hands-on operation. Although intuitive action thinking is the main way and typical feature of children's thinking before the age of 3, in the pre-school period, children's thinking still retains quite a lot of intuitive action components.

Therefore, in the process of educating children, let them think in active activities and let them better perceive the existence, change and development of things. Otherwise, it is difficult for children of this age to carry out thinking activities without their own direct perception and operation, which is reflected in the fact that children only gain some knowledge and experience through mechanical memory and imitation.

For example, when we help children master some physical concepts, we should pay attention to providing them with opportunities for direct perception and observation. Let children see, smell, mold and taste apples themselves, compare different kinds of apples and compare the differences between apples and other fruits, and children will have a more comprehensive and profound grasp of the concept of "apple".

For example, when developing children's number concept and computing ability, we can also provide children with opportunities to operate: count the number of objects, compare the size, length and thickness of objects, sort them out, experience the conservation of physical fitness and quantity in clay sculpture, sand playing and water playing activities, and perform simple addition and subtraction operations with objects, so that children are often in a state of positive thinking activities, thus cultivating their thinking ability.

(2) Using intuitive and visual methods. Figurative thinking is the main way and typical feature of preschool children's thinking. According to this characteristic of preschool children's thinking.

In the process of educating children, parents and teachers should pay attention to the concreteness and vividness of educational content, adapt to the development level of children's thinking, pay attention to adopting intuitive and vivid methods, and try to avoid empty and abstract preaching. Because it is easy for children to know something concrete and vivid, but it is difficult to know something abstract.

For example, when explaining the abstract natural phenomenon of "the formation of rain" to children, you can tell fairy tales or watch the cartoon "The Journey of Water Drops", and then demonstrate the small experiment that water turns into steam and then condenses into water drops after being heated, so that children can understand this abstract natural phenomenon more easily.

Therefore, in the process of children mastering all kinds of scientific knowledge, parents and teachers should make full use of intuitive and vivid methods to help children master some abstract scientific knowledge.

(3) Enrich children's perceptual knowledge. Thinking is produced and developed on the basis of perception. The richer the perceptual knowledge, the deeper the thinking. In a sense, whether perceptual knowledge and experience are rich or not restricts the level of thinking development.

Especially for the concrete thinking of preschool children, parents and teachers should organize various activities consciously and planned to develop preschool children's observation ability, enrich their perceptual knowledge and promote their thinking ability.

(4) Stimulate children's curiosity, protect children's curiosity, and take children's questions seriously. In daily life, children often ask adults all kinds of questions. Sometimes, we often hear some adults ask children such and such questions.

Practice has proved that this can greatly promote the development of children's thinking. Because thinking always starts with asking questions, asking questions and analyzing problems. The process of solving problems is also a process of positive thinking. At the same time, I like asking questions and exploring activities, which is the embodiment of children's thirst for knowledge and curiosity.

Parents and teachers should give encouragement, protection and training, treat children's problems actively, enthusiastically and patiently, and never adopt a cold, casual, bored or even reprimanded attitude. Practice has proved that these two different attitudes will have completely different effects on the development of children's thinking level.