思维能力是在获取知识的过程中发展的,思维能力的提高有待于知识和经验的积累。从下面的例子可以看出,小学生创造思维能力处于较低水平,难以完全摆脱已有知识的框框,创造性地设计实验较为困难,而这正因为他们还缺少知识和经验。因此,教师要在教学中培养学生对已有知识的再认、重组、补充修正、迁移运用的能力。例1:请设计一个实验,区分铝勺和陶瓷勺哪个传热本领强。未做过实验的班有3位学生知道铝勺烫手陶瓷勺不烫 Thinking ability is developed in the process of obtaining knowledge, and improvement of thinking ability needs to be accumulated in knowledge and experience. It can be seen from the following examples that primary school students’ ability to create thinking is at a low level and it is difficult to completely get rid of the existing knowledge. It is more difficult to creatively design experiments because of their lack of knowledge and experience. Therefore, teachers should cultivate students’ ability of recognizing, reorganizing, supplementing, correcting and relining existing knowledge in teaching. Example 1: Please design an experiment to distinguish between aluminum spoon and ceramic spoon which heat transfer ability. Lessons have not been done Experiments 3 students know that aluminum spoon hot porcelain spoon is not hot