Divergent Thinking Classroom -- Senior High School Chemistry (Latest Revision)

Author: Jiang Jiafa, Editor-in-Chief
Publisher:
Publishing Date: 2005-05-01
Features: Divergent thinking, also known as creative thinking, is a multi-directional way of thinking. Figuratively speaking, it starts from a single point of knowledge and sends out a ray into the knowledge network space, forming connections between two or more points of knowledge. This achieves the effect of "one input leading to multiple outputs," demonstrating strong multi-directionality, flexibility, and creativity. When applied to learning, divergent thinking can bridge the gap between known and unknown, creating new ideas and problem-solving methods. It enhances understanding, transforms knowledge into intelligence, and truly realizes the thinking effect of "gaining one to understand many" and "understanding one thing to grasp the whole."
The distinguishing feature of this book compared to other similar books is its full utilization of the supplementary book's function of "supporting the foundation and elevating the peak." The necessity of supplementary books lies in their ability to "support the foundation and elevate the peak." The "foundation" refers to the core knowledge of each subject, or the basic key points of each knowledge unit. These key points are the foundation for students' understanding and application of knowledge, their. The "peak" refers to the extension, enhancement, and refinement of basic knowledge. Supplementary books should be based on the textbook but also surpass it. If "supporting the foundation" is the basic function of supplementary books, then "elevating the peak" is their soul, the source of their vitality. Based on this understanding of supplementary books, this book reflects its targeting and innovation from four aspects: high standards, new perspectives, broad vision, and extensive thinking.
Integrating divergent thinking into the entire process of learning and practice, the book is structured around "Divergent Thinking Guidance and Practice," which is another feature. In practical application, it is divided into two parts: "Divergent Thinking Analysis" and "Divergent Thinking Application." The analysis starts from key points, focus areas, and difficult points, examining the content and relationships within the knowledge unit. It applies divergent thinking methods to reveal patterns of thought, highlight problem-solving techniques, and achieve comprehensive understanding. The application part selects typical examples, using multi-angle, multi-aspect, and multi-level divergent thinking for key problems to cultivate students' abilities in conceptual differentiation, comprehensive summarization, transformation, thinking transfer, reverse application, experimental design, writing expression, and multiple solutions.
Stripping away the superfluous and focusing on quality is the third distinguishing feature of this book. In the education of the new century, the arrangement of course content requires "prioritizing quality," and teachers' classroom explanations should be "concise and to the point." Supplementary books should even more so strip away the superfluous and focus on quality, allowing students to learn better while reducing their workload. This is also the goal of this book. Therefore, it includes a "Chapter (Unit) Summary" section to help students organize knowledge structures, inspire problem-solving approaches, point out methods and techniques, provide new information, and improve their exam-taking skills.
This book opens up an extraordinary learning world for you, and we hope you will draw nourishment from this wonderful world, ultimately successfully knocking on the door of a prestigious university. Divergent Thinking Great Classroom has been on the market for six years and has sold over 700,000 sets, becoming a renowned brand in the field of supplementary books. To make the content and quality of this series even better and to broaden its applicability, we have revised it comprehensively based on the new textbook, exam syllabus, and the new concepts, ideas, methods, and goals of the new national compulsory education curriculum standards. We have also introduced a new edition tailored to the needs of provinces and autonomous regions across the country.
The Divergent Thinking Great Classroom textbook edition includes the following sections:
- Meeting Curriculum Standards: Reflecting the new concepts of the curriculum standards, it guides students to master the new learning goals through independent and collaborative learning, achieving the expected learning objectives and outcomes for each chapter.
- Pre-Class Learning Tips: Emphasizing the importance of the process, it prepares students for independent exploration and collaborative communication by highly summarizing the intrinsic knowledge system of each chapter and analyzing the key points of the new middle school exam.
- Highlighting Key and Difficult Points: Using a "pen-pointing the dragon's head" approach, it focuses on key and difficult points, serving as the main thread for divergent thinking.
- Expanding Divergent Thinking: This is the core structure of the series, divided into two parts:
- Divergent Thinking Analysis: Starting from key points, focus areas, and difficult points, it analyzes the content and relationships within the chapter, applying divergent thinking methods to reveal patterns of thought, highlight problem-solving techniques, and achieve comprehensive understanding.
- Divergent Thinking Application: Selecting "ability-based, open-ended, application-based, reading comprehension, material analysis, and comprehensive" questions from the new middle school exam, it uses multi-angle, multi-aspect, and multi-level divergent thinking to cultivate students' abilities in conceptual differentiation, comprehensive summarization, transformation, thinking transfer, reverse application, experimental design, writing expression, and multiple solutions.
- Consolidating Basics and Training: Establishing a diverse self-assessment platform, it enhances innovative and exam-taking skills through teacher-student and student-student interaction, self-exploration, and self-resolution.
The unit summary section includes:
- Knowledge Network Construction: Organizing knowledge structures to integrate chapter content, making it easier to remember and grasp holistically.
- Overview of the New Curriculum and Middle School Exam: Summarizing the development direction of the new middle school exam, providing detailed information to guide thinking, stimulate mental activity, and comprehensively enhance students' abilities, innovation, and exam-taking skills.
- New Questions and Directions: Aligning with the syllabus, it meticulously organizes and analyzes content, methods, and techniques, collecting a wealth of new middle school exam questions, new questions, and trend-setting questions.
This book employs the following types of divergent thinking: type divergence, solution divergence, vertical and horizontal divergence, transformation divergence, combined divergence, transfer divergence, decomposition divergence, reverse divergence, and exploratory divergence.
This series progresses from simple to complex, provides in-depth analysis and practice, integrates learning and practice, and gradually improves, revealing the exam-taking patterns of the middle school and high school exams. This makes students' review and exam-taking more aligned with reality, enhancing their ability to flexibly apply knowledge, improve transfer and adaptability, and develop creative thinking.