How to Cultivate Contemporary College Students' Innovative Thinking Ability

Zhang Jianlong

(Jiujiang College, Jiujiang, Jiangxi 332005)

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Nowadays, social innovation has become the main theme of the times, and there are many reasons for the obvious lack of innovative thinking ability of Chinese college students. This paper briefly analyzes

At present, the present situation of innovative thinking ability of college students in China holds that to solve this problem, innovative thinking teaching must be widely carried out, traditional education methods should be changed, a new evaluation system for teaching and learning should be established, and targeted practical teaching activities should be carried out.

Keywords innovative thinking; Innovative ability; cultivate

"Innovation is the soul of a nation's progress and an inexhaustible motive force for the country's prosperity. Education is the main base for knowledge innovation, dissemination and application, and it is also the cradle for cultivating innovative spirit and innovative talents. " Comrade Jiang Zemin said when talking about education and innovation. 2 1 century is the era of knowledge economy. Knowledge innovation and scientific and technological innovation are the keys to economic and social progress and development, and innovation has become the soul and core of the era of knowledge economy. In the environment of economic integration, the competition between countries is becoming increasingly fierce, and the key is the competition for talents. Colleges and universities shoulder the heavy responsibility of cultivating innovative talents for the country, and it is very important to take various measures to improve college students' innovative thinking ability.

First, the status quo of innovative thinking of college students in China

Nobel Prize winner Yang Zhenning once said: "The academic performance of international students in China is often much better than that of American students who study together. But after ten years, the scientific research results are much less than others, because American students have active thinking, strong hands-on ability and creative spirit. " There are many reasons why China college students' innovation ability is weaker than that of foreign students. Looking at the development of colleges and universities in China in recent years, the cultivation of innovative talents is not in place and the overall development level is not high enough. Few schools have really made remarkable achievements in cultivating innovative talents. The present situation of college students' innovative thinking is as follows.

(A) the existing education system has bound students' innovative thinking.

As we all know, at present, in colleges and universities, it is the main purpose of the school to comprehensively improve the quality of students and cultivate more and better innovative talents with wide caliber and thick foundation. A concise, well-planned and incisive lecture is undoubtedly a concise way for students to quickly understand the general situation and main principles of a subject, but this well-organized explanation sometimes fails to stimulate students' innovative thinking. Moreover, there are too many teaching contents in our educational practice. In the teaching process, teachers are basically the center, teachers are actors and students are spectators, and the teaching methods are "spoon-feeding" and "spoon-feeding", thus losing the selective and creative functions of university education, and college students can only cope passively and cannot cultivate their innovative ability. In the field of higher education, teachers not only help or lead students, but more importantly, let students learn to walk by themselves. Many educators just regard the students' brains as a storehouse for storing knowledge, and pay too much attention to the transmission of ready-made knowledge in the teaching process. This teaching method does not meet the requirements of talents in the new era. Therefore, the traditional teaching methods in colleges and universities must be reformed.

(2) The existing evaluation and teaching model can't stimulate students' innovative thinking. At present, colleges and universities mainly assess students in all aspects through exams, which have become the "baton" of college teaching, and scores have also become the most important indicators to measure students' ability in various assessments. If you want to get high marks in the exam, you must meet the teacher's standard answers, which leads to students learning mainly by reciting and taking notes, and they are tired of coping with various exams.

Just try it. In order to get excellent grades and get scholarships and certificates at the end of the term, students will only "study hard" and "study hard" and get used to teaching exams instead of thinking. Students become "machines" for exams. This evaluation system seriously inhibits the cultivation of students' innovative thinking ability. The school's criteria for evaluating teachers are students' test scores, national English passing rate, postgraduate entrance examination rate and final rewards and punishments. Teachers have to take various measures to improve students' test scores. As Yang Zhenning said: "In the history of Xi Shi's school, the test scores of some China graduate students dare not be said to be unparalleled, at least unprecedented. However, it seems difficult to do research after the exam. Some people even think that maybe China people can't do research work, so they will take the exam. "This teaching evaluation mode, which only focuses on students' test scores, has seriously stifled the development of students' creative thinking.

(C) lack of innovative thinking ability of college students

Shen Xingquan and others take an engineering college 1 000 students as an example to test their innovative ability. The results show that the peak value of innovation ability is between14 and19, and the average score is 18.42. The overall evaluation result is that the innovation ability is poor. It is manifested in the lack of innovative ideas, innovative desires, innovative perseverance, innovative interests, and the observation and innovative thinking ability required for innovation. Nowadays, the sequelae of the lack of innovative thinking have been clearly manifested in society. Employers generally believe that college students have a solid theoretical foundation, but their ability to analyze and solve practical problems, creativity and social adaptability are relatively poor, which leads to the situation that a large number of graduates in China face the industry after graduation and many employers cannot recruit people.

(D) Attach importance to theoretical teaching, ignore students' social practice, and inhibit students' innovative ability.

Innovative thinking ability is produced and developed in practice. Through some innovative activities, students' creative enthusiasm can be stimulated, and their innovative ability can be brought into play and exercised in practice. Chinese universities generally attach importance to the study of theoretical courses, but seldom attach importance to case teaching and practice teaching. Although there are experimental courses, most of them are mere formality, which leads to students' poor ability to solve practical social problems, let alone practical innovation. And many famous universities abroad attach great importance to this point. Harvard University has trained six American presidents, 32 Nobel Prize winners and two-thirds of the decision-making managers in the 500 largest consortia in the United States, which is world-renowned. The most common teaching mode is case analysis. In class, everyone is both a teacher and a student. There is no uniform standard answer to the case, and no one's point of view is the only correct one. Students can speak freely and express their opinions. As long as the argument is convincing enough, it is a good answer.

(5) Psychological research shows that people's non-intelligence factors play a decisive role in innovative thinking.

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Non-intelligence factors can directly participate in and restrict the cognitive process, mainly including interest, motivation, will and emotion. At present, the lack of non-intelligence factors among college students is very serious. For example, if you don't evaluate yourself correctly, you will be extremely arrogant or extremely inferior; Lack of perseverance, when encountering difficulties and setbacks, helpless and frustrated; Poor self-control and serious emotions; Lack of sense of responsibility and self-centeredness; Don't want to do small things, can't do big things, and so on. These are the deep psychological reasons for the lack of innovation.

Second, how to cultivate the innovative thinking ability of contemporary college students

(A) the most effective way to cultivate college students' innovative thinking ability is thinking teaching.

The so-called thinking teaching is to consciously train students' thinking by following the law of students' thinking development and using corresponding teaching contents and methods, so as to cultivate students' good thinking skills, intentions and attitudes. Thinking teaching is an important direction of current teaching reform. At present, colleges and universities mainly use classroom platform to carry out thinking teaching activities, emphasizing teachers' understanding of existing thinking theories and methods and their organization and application in classroom teaching of related disciplines. Teachers should carry out various forms of thinking training to promote college students' attention, memory, analytical ability, imagination, intuition, comprehensive ability and judgment to be significantly improved, and cultivate high-quality talents with learning ability and creative ability. A person can be penniless and have no ink on his chest, but he can't live without innovative thinking. How to stimulate students' innovative thinking? In the teaching process, teachers should create a democratic and harmonious teaching atmosphere, eliminate students' tension and depression, and inspire and induce students' positive thinking. In addition, teachers should also pay attention to the relationship between students, try to let students cooperate and encourage each other, awaken all students' participation consciousness and appreciate students' originality. When guiding students to discuss in class, because of the differences of students' observation angle, knowledge level, understanding ability and personal experience, their views on the problem will definitely be different, and there will be different views, even biased views. At this time, teachers should actively guide and encourage students, not rudely deny them.

(B) change the traditional way of teacher education

Teachers mainly play a guiding role in university education and teaching, rather than being in a dominant position. Traditional education is keen on the teaching method of "teachers talk and students listen quietly", which is difficult to attract students' attention and arouse their enthusiasm. Let the students be busy taking notes in class and forget to take notes after class; Recite notes before the exam and throw notes after the exam, not to mention innovation. Changing the traditional way of education does not mean that teachers should not talk at all. After all, innovation is carried out on a certain theoretical basis, and students' knowledge and ability are limited, which requires teachers to teach some content and leave some related to the content of the day for students to think for themselves. The classroom is not full, leaving room for students to think. As a teacher, we should try our best to find new teaching methods and teaching modes, closely combine our teaching with students' learning interests and thinking activities, and make our teaching design more in line with students' cognitive laws, so as to achieve the expected teaching effect. Therefore, teachers should give full play to the guiding role of teaching organizations, fully mobilize students' enthusiasm and initiative, and let students actively use knowledge and actively participate in teaching instead of passively accepting it; In teaching methods, students should be trained to think independently, find problems, put forward problems and solve problems, rather than simply "recipients"; In terms of teaching content, students should be guided to dabble in various subjects of cultural knowledge, rather than sticking to a textbook.

(C) Reconstruction of the evaluation system conducive to the cultivation of innovative thinking ability

At present, the main criterion for students' assessment in colleges and universities is examination results.

Performance, resulting in students tired of coping with the exam, too busy to take care of others. The traditional teaching evaluation system has scientific and rigorous advantages, but on the other hand, it also inhibits students' innovative thinking. Therefore, it is necessary to integrate the traditional evaluation system into the spirit of innovation, build a diversified and three-dimensional teaching evaluation system, and take into account the assessment ability while assessing knowledge.

To establish a diversified evaluation system, we can consider the diversification of evaluation methods, evaluation objectives and evaluation subjects. There are a variety of evaluation methods, such as written test, oral test, thesis and investigation report, to comprehensively evaluate test scores, daily performance and internship performance. This rich and whole-process evaluation result can realize a comprehensive investigation of students' knowledge, ability and quality, and urge students to pay more attention to the cultivation of innovative thinking ability. Multi-level assessment objectives refer to making differentiated assessment objectives according to students' differences, so that each student can give full play to his own advantages. Diversification of evaluation subjects means that the evaluation of students is no longer completed by teachers alone, but composed of teachers, counselors, practice instructors and students, so that students can objectively evaluate themselves through comprehensive evaluation results.

Of course, the evaluation criteria for teachers should also be changed. We should not only look at students' test scores, but also comprehensively examine a series of work related to education and teaching inside and outside the classroom. Colleges and universities should support and encourage teachers to carry out teaching reform. Even a little innovation, even if it is not very mature, should be affirmed in time to protect teachers' exploration spirit. The characteristics of teachers' work determine the difficulty of teaching reform. Many creative teaching methods require teachers to pay more time and energy than daily teaching.

(D) to carry out targeted practical teaching activities

Practical teaching for different students is helpful to stimulate college students' innovative consciousness and research spirit. Colleges and universities should keep up with the current social situation, adapt to the requirements of social development, and correctly understand and grasp the role of practical teaching in talent training. Schools can arrange experimental projects and practical teaching contents according to college students' interests, specialties, professional characteristics and different requirements, and students themselves can also choose practical projects independently. Schools should make overall arrangements for all practical teaching links such as experiment, training, internship, innovative production, curriculum design, social practice and graduation design. And after reasonable distribution, these projects are gradually arranged in practice teaching, so as to implement the goals and tasks of practice teaching. In this process, students' basic skills, professional skills and comprehensive technology application ability are gradually improved, and students' ideas can also become a reality. At the same time, reform the methods and means of experimental teaching, do less confirmatory experiments and do more comprehensive and research experiments; Organize students to carry out scientific and technological activities, carry out innovation competitions, and build innovation laboratories. Give full play to the role of students as the main body of practice.

President Hu Jintao once said: "Mankind is experiencing a global scientific and technological revolution, with rapid development of knowledge innovation and rapid technological progress. Science and technology are increasingly becoming the core of comprehensive national strength competition. More than ever, we need to accelerate the pace of scientific and technological progress and innovation. " Cultivating the creative thinking of contemporary college students is a new mission entrusted to contemporary educators by the times. Facing the perceptual young life, higher education should start with innovation and take various measures to cultivate college students' innovative thinking.

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Wu Zhe. On the cultivation of college students' creative thinking. Century Bridge.2009 2009 (10/0)

[2] Shen Xingquan, Wu. Test report: the present situation and cultivation of college students' innovative ability. China Youth Studies. 2002 (3)

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