For a long time, an important indicator to measure the level of high school education and teachers' teaching is to look at students' test scores and enrollment rate. Traditional education has always been "teachers talk, students listen", and teachers are the main body of "preaching, teaching and solving doubts", which has set a serious obstacle to cultivating students' creative thinking. Creative thinking is the highest form of thinking. "2 1 century is the era of life science". With the rapid development of biology, genetic engineering and protein project have brought revolution to agriculture, medicine, military and chemical industry, and their economic and social benefits are immeasurable. Will the Society of Biology dominate in the 2 1 century? Cultivating students' creative thinking ability in the process of learning biology should be one of the key points in the teaching reform of new biology curriculum in senior high school.

First, cultivate creative thinking ability by creating situations.

Creating situations can stimulate students' interest in learning and fully arouse their enthusiasm for thinking. Teachers can skillfully set doubts and deliberately create suspense when introducing new classes, so as to arouse students' curiosity and attract them to actively study, explore and find answers. Let students question and ask questions, learn to solve problems by themselves, and guide students to actively explore the reasons, which is conducive to developing students' innovative thinking. Many popular idioms, riddles and proverbs are good materials for creating situations. For example, when talking about "interspecific relationship", before class, the idiom "the snipe and the clam compete, and the fisherman gains" is depicted as a wall chart, so that students can answer the hidden meanings in the idiom according to the contents in the picture. For another example, the food chain comes from "big fish eat small fish, small fish eat shrimp, shrimp eat sediment" and "mantis catches cicada, yellowbird comes last"; Derive the inheritance of biology by "as you sow, so you reap"; Derive biological variation from "one mother gives birth to nine children, and nine children are different"; In order to grow crops, "no harvest depends on water, but more harvest depends on fertilizer", and what fertilizers crops need is deduced.

Second, cultivate creative thinking ability by creating associations.

Association is a kind of thinking activity, thinking of related things from perceived or thought. Although association cannot directly produce a new image with innovative value, it provides a certain foundation for imaginative thinking activities that can produce a new image. Biologist Darwin's creative imagination was very rich when he was a child. He imagined pouring liquids of various colors on primrose flowers to make them bloom in various colors. Now Darwin's creative imagination has become a reality. For example, referring to the cell characteristics in the metaphase of mitosis (chromosomes are clearly visible, and centromeres are arranged on the central equatorial plate), it may be associated with the fact that each centromere is divided into two in the anaphase of cell division, and the two sister chromatids are also separated, and the spindle filaments are constantly contracting and shortening, pulling the separated two chromosomes to move to the poles. This is a close connection of time. Disassemble the structural model of DNA into parts, and then let students assemble it into structural models, just as scientists created these models in those years, inspiring students to create them again. For example, let students design their own experimental schemes to verify some life phenomena and laws. In some schools, after the experiment of extracting and separating pigments from chloroplasts is completed, teachers encourage students to design other schemes according to the separation principle. Students put forward: ① using gasoline as chromatographic liquid; ② Dip some pigment extract with a capillary glass tube and stand in the center of the circular filter paper; ③ Experiment with chalk instead of filter paper strips. On this basis, organize students to analyze and discuss these designs, choose feasible schemes for experiments and test whether they are feasible. In this way, students must go through their own creative imagination in the whole process of independent problem analysis, experimental design, result prediction and experiment.

Third, cultivate creative thinking ability by organizing extracurricular activities.

Extracurricular scientific and technological activities are an important part of scientific and technological activities in middle schools, which are welcomed by middle school students because of their wide content and strong interest. High school biology investigation, production, model construction, data collection and analysis, contact with society, extracurricular practice and other columns need students to complete outside the classroom teaching. Offering these columns broadens students' horizons, inspires students' thinking, improves students' interest in learning and cultivates students' various abilities, especially in cultivating creative thinking.

Students gain a sense of success through extracurricular scientific and technological activities and stimulate their creative potential. Extracurricular scientific and technological activities, as an important way to improve students' innovative ability, play an extremely important role in cultivating students' innovative spirit, innovative thinking and innovative personality. This is very beneficial to cultivate future scientific and technological talents and even improve the creative ability of the whole nation.

Fourth, based on classroom teaching, cultivate creative thinking ability.

The purpose of teaching is achieved through class after class. Therefore, classroom teaching is the main channel to cultivate students' creative thinking. Aristotle once said, "Thinking begins with doubt and surprise". This is especially true for the cultivation of creative thinking. Teachers should create problem situations in class and keep asking questions, because they can only think when they have doubts. After asking questions, students should be given time to think, instead of rushing to tell the truth and give a conclusion directly. Teachers should break the old thinking frame, be enlightening and thoughtful, ask questions from multiple angles and in all directions, and encourage students to divergent thinking. There is no need to focus students' answers on their own answers to be correct. In addition, students should be encouraged to ask more questions, and they should not laugh at their "eccentricity" or "obsession", otherwise it will greatly dampen the enthusiasm of students to ask questions, thus extinguishing the "flame" of creative thinking.

Everything happens for a reason, and everything happens for a reason With the "flame" of creative thinking, it is necessary to prove the correctness of creative thinking through experiments and logical reasoning, so that the "flame" can continue and develop into a "flame". Teaching methods should be flexible and diverse, and it is best to combine inspiration with discovery (from the perspective of teachers' teaching, it is inspiration; From the perspective of students' learning, it is discovery); From the perspective of teaching and learning, it is an enlightening discovery method. Students should discover under the guidance of teachers, and teachers should be inspired by the requirements of discovery. Inspiration discovery is a good way to cultivate students' creative thinking. Cultivate students' creative thinking ability through divergent thinking training.