最近,笔者听了一堂小学一年级的思维训练课。该课共设计了“珠子数数”、“随意画图”、“杯中取球”三项内容。其中“怀中取球”的过程如下: 教师出示一个玻璃杯,再放入一个乒乓球。然后说:“现在有一个空玻璃杯,里面有一个乒乓球。请小朋友想一想,可以用哪些办法把乒乓球从杯中取出来?”学生立即活跃起来,个个开动脑筋,争先恐后地举手回答:“用手抓出来”,“手拿着杯子倒出来”,“用水灌满杯子,乒乓球就会浮出来”,“手抓紧杯子向上抛,乒乓球就会跳出来”……当讨论快要结束时,一个男孩站起来发言:“除了那些办法,我还可以把杯子摔在地下打碎,乒乓球就出来了。”顿时,全场哗然,议论纷纷。这是一种独特而可行的思维方式(因为题中没有任何条件限制),具有鲜明的创造性思维的特性。可惜教师没有发现该生的方法新颖性 Recently, I heard a first-class primary school thinking training class. The class designed a total of “beads number”, “free drawing”, “cup of the ball” three elements. The process of “taking the ball in his arms” is as follows: the teacher presents a glass and then puts in a ping pong ball. Then he said: “Now there's an empty glass with a ping-pong ball in it. Have children think about ways to get the ping-pong ball out of the cup?” The students started their activities immediately and started their brains. Hand replied: “hand out”, “hand out the cup with a cup”, “fill the cup with water, table tennis will be floating out,” “hand to grab the cup thrown up, table tennis will jump out” ... when Towards the end of the discussion, a boy stood up and said: “In addition to those things, I can throw the cup down in the ground and the ping pong goes out.” Suddenly, the audience uproar and talked about. This is a unique and viable way of thinking (because there are no restrictions in the title), with distinctive features of creative thinking. Unfortunately, the teacher did not find the method novelty of the student